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What inspired or motivated you to use this tool/resource?

In the post-COVID era, there has been a noticeable shift, especially from commissioners, towards offering more distance learning modules and courses. This change reflects a growing demand for flexible learning pathways that accommodates professionals' varied schedules and locations. However, this shift presented a dilemma for us as lecturers: how to deliver a transformative educational experience that goes beyond knowledge transfer. We were mindful that we needed to design courses that not only fostered deep engagement and critical thinking but also ensured a safe, supportive environment that encouraged continuous professional development. By applying innovative digital tools such Blackboard Ultras discussion board and appropriate pedagogical approaches, we have created an impactful, student-centred learning experience that maintained the high standards of in-person education.Ìý

What was your aim in using this tool/resource?Ìý

The introduction of discussion boards for module blogs aimed to create a community of learners and provide students with opportunities to enhance their academic writing through knowledge sharing on student-driven topics. The tool successfully achieved this, as students not only engaged actively with the discussion boards/ blogs, but also demonstrated noticeable improvements in their writing clarity, critical thinking, and topic exploration. Students found the resource beneficial for peer feedback and collaborative learning. From the lecturers' perspective, the discussion board was easy to implement, manage, and assess, providing a valuable platform for continuous assessment and insights into student progress.Ìý

What did you use the tool/resource for? Ìý

The decision to integrate discussion boards as blogs was made to enhance teaching activities and facilitate summative assessments in modules. This approach aimed to foster meaningful communication between staff and students within an interactive, shared space, and to build a strong sense of community within each module. The discussion boards were structured to guide students through a step-by-step continuing assessment, enabling continuous engagement and a dynamic learning environment where students could demonstrate understanding in real time.Ìý

Lecturers found the discussion boards easy and intuitive to set up and manage, making them an efficient tool for both formative feedback and assessment purposes.Ìý

How did the tool/resource perform impact your teaching? Ìý

Using blogs through discussion boards especially for distance learning modules, fostered a more interactive, student-centred environment. This method allowed us to track student engagement and progress in real-time, making it easier to pinpoint areas where students may need additional support. Our lecturer's role evolved from primarily delivering content to acting as a facilitator, guiding discussions, and fostering critical thinking.Ìý

For students, the blogs provided a structured space for consistent engagement with the material, which strengthened their academic writing and analytical skills. This format also encouraged students to share ideas and provide peer feedback more comfortably, enhancing their confidence and depth of understanding.Ìý

Given the positive outcomes, expanding the use of blogs to additional modules seemed appropriate.Ìý

How well did the tool/resource perform, would you recommend it? Ìý

Blogs in discussion boards offer a way to enhance student engagement and community-building within a module. They provide an accessible platform for ongoing dialogue, where students can deepen their understanding through peer interactions and self-reflection. For lecturers, the tool simplified continuous assessment, making it easy to monitor student progress and engagement in real-time. Colleagues might find this tool especially valuable in modules where critical thinking, reflection, or collaborative learning is essential.Ìý

However, there are some limitations. Students who are unfamiliar with academic writing or hesitant to share in public forums may feel intimidated by the format, which can hinder full participation. Additionally, there is often a need for initial encouragement from a peer to prompt others to begin blogging, creating a breakthrough for broader student engagement. The effectiveness of this tool also relies heavily on active facilitation and monitoring by the lecturer, which can be time-consuming. To address this, we often use a rotation format, where different lecturers take turns facilitating the blogs and providing feedback each week.Ìý

How well was the tool/resource received by students?Ìý

Initially, some students had reservations about using the tool, particularly those who were weaker in academic writing. However, these challenges were largely overcome due to the low word count requirements and the supportive feedback provided by peers and lecturers. Over time, students began to embrace the blogs, finding them interesting and useful for communication. The blogs not only facilitated connections among students but also served as a valuable component of their assessment process.Ìý

While there were initial struggles, the supportive environment helped foster engagement, and many students reported feeling more comfortable participating as the module progressed. Overall, this experience positively influenced their involvement in the course, contributing to a collaborative atmosphere within the modules.Ìý

Share a ‘Top Tip’ for a colleague new to the tool/resourceÌý

Stay organized by keeping up with the weekly posts, as the volume can quickly become overwhelming if left unattended. From the outset, be clear about expectations regarding word count, language, confidentiality (if applicable), and academic tone. Additionally, provide detailed information about important dates, such as the start date and any deadlines, to help students manage their contributions effectively.Ìý

Recommended reading:Ìý

Boltivets,S. Acharya, S. & Santos, A. (2018) Educational blogging: Implications, benefits and challenges to pedagogical practice. Psychreg Journal of Psychology, Volume 2, Number 2Ìý

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Contact for more information:

Gill Roberts hssa21@bangor.ac.ukÌý

Heather Bloodworth hssc01@bangor.ac.ukÌý

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