Students Discuss News Online and In-Depth

Paula Childs
Journalist-In-Residence
Department of Journalism

Paula Childs, an instructor in the Department of Journalism, gains a return on investment with student learning through online discussions in Newsgathering Across the Media and Broadcast Journalism. Based on her teaching philosophy, class netiquette, assignments, and grading structure, she motivates her students to exchange ideas well above the minimal assignment requirements.

Using WebCT’s Online Discussion feature, Childs posts several questions each week around one particular issue, requiring students to respond to at least three questions. Students can choose the questions that most interest them. Her grading structure is simple: 3, 2, 1, or 0, reflecting the number of posts students contribute each week. Overall, the discussions contribute up to 10% of the final grade. She doesn’t grade the quality of every comment yet keeps the discussion going by “joining the conversation but not carrying it.” Many students engage in well over three questions, building up to 70 or more comments per week as a class.

The key to achieving deep discussion is Child’s framing of the questions. She explains the questions “must refer back to student experiences.” She also restates the posting instructions with each question. Each question references class materials but the responses should reflect where the student is on the issue. Students tap into their own experience – something they’ve seen or heard in the news. Here’s a question Childs poses on the subject of ambush interviews:

Childs: To what extent should a reporter go to get a needed interview for a broadcast story on deadline? What should you do if a source refuses to talk to you? Are "ambush" interviews (you show up and surprise them) legitimate? Why or why not? Are there any circumstances when a reporter should conceal their identity to get information? What are they?

…and one response out of 15 to this post.

Student: On the topic of ambush interviews I am immediately inclined to say that they are completely inappropriate, . . . outright immoral ... However at that point I can't help but question what types of stories, quotes, and pieces of information are achieved that way that would not have otherwise been revealed....

“The online discussion is not comparable to classroom discussion.” Childs finds they are more thoughtful and honest online. She explains, “Online comments are longer, more thoughtful, a lot of writing goes on, students are thinking big picture in a bigger way.” General topics become more specific. Multiple layered, complex topics pick up on aspects to which students relate. Students address and validate others’ comments. “Online is like they’re together in one room; they leave, come back, and post something thoughtful,” she says.

Childs is a fan of classrooms with an online presence; they help develop a community knowledge base and offer great advantages to learning.

To learn more about online discussions for Journalism, please see Melinda Robins' faculty spotlght. For more information on using online discussions contact Instructional Technology at ext. 8961.