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Discussion Post Requiredall The Requirements Are In The Attachments Textbook Readings Kennedy: ch. 3 (Book Attached) Diversity Statement You are a DIVERSE group of students, so please keep these elements in mind as you interact with your peers throughout this course: Differences: Liberty University Online students come from different backgrounds, age groups, ethnicity, and belief systems, but everyone attending LUO is here to share in one goal: advancing their education. As a result of this, you will get to know people you never would have been able to meet in your own neighborhood. It is exciting! Integrity: In all of your discussions and conversations with your classmates, show integrity by being polite, courteous, patient, and kind, avoiding any form of objectionable, insincere, or hurtful language. Valid Concerns: In the discussion board, bring up constructive points in response to your classmates’ posts that serve as a way to edify and encourage them towards academic improvement and excellence. Evaluate: Look over your own discussion board posts to ensure that they look professional prior to posting them. Revise any wording so that your message is clear and concise, leaving no room for confusion or misunderstandings. Edit grammar and spelling errors; avoid using all capital letters. Respect: Respect the privacy of your classmates. Do not share email addresses or allow anyone outside of the course to access the discussions without the permission of your professor and others involved in the discussion. Share with care: Connect with your classmates, but be careful of sharing too much personal information. Also, never give out your username(s) or password(s). Educational Environment: As you interact with your classmates on the discussion board, keep in mind that this is an educational environment designed for you all to learn from each other’s wisdom and experiences.

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Engaging in discussion boards in an online educational environment requires a nuanced understanding of the principles that foster respectful, constructive, and enriching interactions among classmates. At the core, the diversity of students—and their individual backgrounds—serves as a vital element that enriches the learning experience. Recognizing and appreciating differences in ethnicity, age, belief systems, and cultural perspectives can lead to more profound discussions that expand horizons and challenge preconceived notions. This diversity aligns with the fundamental goal of online education: to cultivate a community of learners committed to intellectual growth and mutual understanding.

Maintaining integrity in online discussions is paramount. Scenes of politeness, courtesy, patience, and kindness are essential to create an environment where all students feel valued and respected. It is crucial to avoid any language or behavior that could be perceived as objectionable, insincere, or hurtful. Upholding these standards demonstrates respect not only for fellow students but also for the educational process itself. Furthermore, demonstrating integrity involves being honest about one’s contributions and avoiding plagiarism or misrepresentation of ideas.

Constructive critique and respectful engagement are vital components of a successful discussion forum. When responding to classmates’ posts, students should aim to offer feedback that is edifying and encourages ongoing academic development. Rather than merely criticizing, effective responses should highlight strengths and suggest improvements in a supportive manner that promotes growth. This approach fosters an environment of collaboration and shared learning, essential components of an effective online classroom.

Self-evaluation prior to posting is an important discipline. Students should review their contributions for clarity, professionalism, and grammatical accuracy. Rephrasing ambiguous statements and correcting spelling errors contribute to clearer communication and prevent misunderstandings. Avoiding all-capital text helps maintain a polite and professional tone, which aligns with the expectations of a scholarly environment. Additionally, taking time to proofread and revise posts underscores a commitment to quality and respect for classmates.

Respecting privacy and confidentiality is critical in online discussions. Students should avoid sharing personal contact information, such as email addresses or passwords, unless specifically authorized by the course instructor. Sharing personal details excessively can compromise one’s privacy and safety. Similarly, respecting classmates’ privacy by refraining from sharing their personal information, whether intentionally or unintentionally, is essential for maintaining a safe and respectful learning environment.

Finally, fostering an educative atmosphere requires mindfulness of the purpose of the discussion board. It is a space for collective learning, where peers share insights, experiences, and knowledge. All interactions should aim to contribute positively to this goal, emphasizing the importance of shared wisdom and mutual support. Recognizing this shared purpose helps reinforce respectful and meaningful exchanges among students, enriching the overall educational experience.

References

• Anderson, T. (2018). The Theory and Practice of Online Learning. Athabasca University Press.
• Garrison, D. R., Anderson, T., & Archer, W. (2010). The First Decade of the Community of Inquiry Framework: A Retrospective. The Internet and Higher Education, 13(1-2), 5–9.
• Kennedy, M. (2022). Basics of Effective Online Discussions. In online learning resources.
• Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View of Online Learning. Cengage Learning.
• Salmon, G. (2013). E-tivities: The Key to Active Online Learning. Routledge.
• Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade Increase: Tracking Distance Education in U.S. Higher Education. Babson Survey Research Group.
• Wang, A. I. (2014). The Teacher's Guide to Online Discussions. Edutopia.
• Zhao, Y., & Kuh, G. D. (2004). Adding Value: Learning Community Contributions to Student Engagement. Research in Higher Education, 45(2), 115-138.
• Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64–70.
• Young, J. R. (2019). Creating Respectful Online Classrooms. The Chronicle of Higher Education.