Discussion
In my courses, discussion is the foundation for everything. That's why it forms nearly half your grade. Every semester I get B students who get a C because they didn't believe me about the discussion requirements. Every semester I have C students who get a D for the same reason. Don't be one of them.
Grading
I have a single requirement: you must post a minimum of three messages each week. If you post less than three, you will be graded down. If you post less than three with some consistency over the semester, you cannot receive better than a D for your discussion grade.
Note well: there is no make-up on this. Missing discussion is exactly like missing class in a physical course. You can't go back in time and attend the class you missed. In my online courses, the discussion is an organic development and a person cannot go backward in the conversation.
Progress Reports
I send out a progress report three or four weeks into the course. The first one is mainly to let people know if they are meeting the requirements or not. It's usually too early to make critiques on quality.
The second progress report comes around week six or seven and focuses more on substance. In the second report I do my best to make suggestions for improvement.
Grading on Quality
I'm looking for participation. That's the real reason for the quantity requirement, for a good conversation requires a certain minimum level of sheer volume. But I don't just want conversation, I want a good quality historical discussion.
Messages that count most
There are three types of messages that contribute in meaningful ways to the discussion. One is the analytical message. This sort of message takes something from the readings (or from what someone else has said) and analyzes it. It might make a criticism or it might make an extrapolation or it might make an interpretation or draw a conclusion. It's the message that adds an insight.
A second type of message is the question. It's easy to ask "what's this" or "why that" and I don't mean that sort of question. The good question is the one that demonstrates that you have thought about the question and have done some research on the question. You might even propose an answer and ask for feedback. This sort of message shows the historian at work, still digging.
The third type of message is the reply. This might be in reply to a question posed by another student (or by me) but it might also be a comment or other sort of response in an on-going conversation.
In all cases, the message that cites its sources counts for more than the message that does not.
Don't be intimidated or put off just because someone else seems to have "answered" something. There's always room for you to make your own statement, to add or comment on what others have said. I repeat that I am looking for participation. Unlike most classes you will take, it is not acceptable here for students to sit in the back and let others carry the conversation. In my class, all are equal participants.
Messages that count for less
I don't want students to check into the board once a week, post three messages that are unrelated to any conversation, and then go away until next week. That isn't participating. If that's all I wanted, I'd ask for three short essays a week.
Messages that do not cite their sources count for less. Exception: if your message is speculative or deductive; that is, if you are trying to think your way through something, then obviously there are no source to cite. This is a class, after all, not a professional convention, and even the professionals may speculate from time to time. In general, however, your classmates and I will want to know where you got that piece of information you just posted.
Messages that register only surprise or dismay without adding anything of substance. I call these "gee whiz" messages and they are perfectly acceptable. You are going to read about a good many things that will surprise or dismay you and it's natural to want to share this. Just realize that they won't count for as much as a more substantive posting. Note well: I do not say these don't count at all, but only that a steady diet of them will lower your grade. Done in moderation, they are fine.
Messages that don't count
Off-topic messages don't count, which means conversations in the Student Lounge do not count. Messages that are merely "me too" or "I agree" or "thanks for that" don't count. They are appreciated, though. They are the discussion board equivalent of nods and smiles.
About the "For Discussion" links
In each of the Units you will find that I have a page of topics "for Discussion." These are provided to help you participate in discussion (as it says at the top of each of these pages). You may find some of the primary sources difficult to read and it is my hope that these "for Discussion" pages may be of some help.
Final Comments
The best thing you can do is to plan to check in with the discussion often. If you were taking this course face to face, you'd be in class three times a week. Regard that as a minimum. Checking in every day is even better. This doesn't mean you spend an hour each time you do so, of course. In fact, by checking in often, you reduce the time considerably. It can be disheartening to log in to the board and find fifty-six new messages. It's not so bad with it's only seven or eight.
The people who will have trouble in this course are the ones who thought they didn't have time for an on-campus course and figured an Internet-based course would be less burdensome. Trust me: every one of my former students will tell you that my courses are as much work or maybe a bit more than any other upper-division history course. And history courses are as time-consuming as any discipline on campus.
Do not take this course if you think you can squeeze it in.
Do take this course if you like to study, like to study history, and like to talk about history. If you keep up with the discussion, you'll find the class to be both enjoyable and rewarding. And that, too, is not from me but from former students.