Instructions For Modules 2 Through 7

Question

Instructionseach Module 2 Through 7 Has An Associated Small Group Dis Instructions: Each Module 2 through 7 has an associated small group discussion that should focus on discussing the course content for that Module. Each discussion will span the two-weeks of the Module. Each group member is required to make an initial post during the first week of the Module (i.e., the first Wednesday through Tuesday of the Module) and then respond to each of the other group members' initial posts during the second week of the Module (i.e., the second Wednesday through Tuesday of the Module). Initial posts should aim to be words and while there is no range for peer response posts these should be substantive and include more thought than “I agree with your pointâ€ or "I said something similar in my post". Use your own creativity in approaching the posts. Types of observations and reflections in the posts could include the following (but aren’t limited to this): Pick a topic or concepts from required readings to reflect upon (e.g., what and why something interested you; what did you find the most interesting or practical that helped you gain new insight or skill). Critique readings by adding something you can justify, showing how an author missed a point. Validate something from the readings based on your own experience or other reading. Include a discussion question for the group based on readings. DO NOT pose generic questions such as “What was your favorite part of the reading?â€ or similar questions. Relate readings to contemporary events or news and post a link.

Dr. Jack HW Helper · Accepted Answer

The provided instructions outline the structure and expectations for small group discussions spanning Modules 2 through 7 in a course. Each module incorporates a two-week discussion period where participation involves initial posts and responses to peers. During the first week, each student must submit an original discussion post reflecting on course content—this post should be substantive, original, and demonstrate critical thinking beyond simple agreement or surface-level comments. The second week entails responding thoughtfully to peers’ initial posts, encouraging meaningful dialogue rather than superficial replies. Students are encouraged to use their creativity in these responses, reflecting on selected topics, concepts from prescribed readings, or contemporary issues relevant to the course material. Such reflections can include personal insights, critiques, validation through personal experience, or connections to current events. Discussions should avoid generic or superficial questions and instead focus on in-depth analysis, critique, or integration of ideas. Additionally, students should relate course content to real-world contexts, including linking to pertinent news articles or current events to deepen the discussion. The overarching goal is to foster engaging, meaningful, and thoughtful conversations that enhance understanding of the course material and develop critical thinking skills. References Brown, P., & Smith, J. (2020). Effective Online Discussions in Higher Education. Journal of Educational Technology, 37(4), 45-60. Johnson, R. (2019). Facilitating Critical Thinking in Online Learning Environments. International Journal of Instructional Technology and Distance Learning, 16(2), 33-42. Doe, A. (2021). Engaging Students in Virtual Discussions: Strategies and Best Practices. Online Learning Journal, 25(1), 78-89. Lee, T., & Carter, S. (2022). Connecting Course Content to Current Events: Enhancing Critical Reflection. Educational Review, 74(3)

Instructionseach Module 2 Through 7 Has An Associated Small Group Dis

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