Community Blog

Teach One Another... Online

I thought some of us may be interested in a recent task force initiative from President Gilbert surrounding our teach one another efforts online. As a result of this task force the following website full of resources was created. I am very impressed with their work and encourage anyone interested in strengthening our discussion activities to check it out.

Comment below on how you are fostering greater engagement in your online courses. (Make sure to include in your comment which course(s) you teach and screenshot examples if possible... without student names of course.) :-)

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Jerrod Guddat teaches GS 111 Intro to BYU-Idaho online. You can read more of his blog posts on his community profile.

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  • Thank yuou for posting this. What a wealth of information. I am excited to implement some of the ideas

  • This is great!  I have experimented with breaking students in small groups and having them create teaching videos,  I have also had them present during live office hour or review meetings.  The greatest way TOA is built into my course is in the collaboration board but students do not always engage.  I would love to see more and I am so excited about this task force and all the efforts to improve the courses! Yea!

  • Not so much of a good example, but more of a question.

    In Pathway courses, are the Gatherings the main tool to Tach one Another? Is this where Pathway is headed or will there be other Teach one Another activities in the course itself?

    • Depends on who you ask Ben. If you asked an online instructor, I bet they would say there are plenty of opportunities to teach one another virtually (or perhaps should be if there aren't already).

  • WOW! This resource rocks! Watched the video and clicked on some of the links to get a feel for what it's about and I am SUPER excited about this resource. Thank you! 

    One little thing I do on my Reading DB to encourage students to "teach one another" is to invite my students to follow up their initial post with a question of their own in my own initial instructions on that space each week. For a long time, I felt like I was always the one asking the questions and fostering discussion, but one day I thought to myself, "You know, I KNOW my students can do this too." I made some slight alterations to my own initial posts I put up each week where I highly encouraged them to follow their own posts up with a question for the class, and you know what happened? After about 2-3 weeks of doing this, coupled with me being openly affirmative and complimentary to those who were posting questions (so everyone else in the group could see how happy it was making me), I had roughly 2/3 of the class following all their posts up with questions for the remainder of the term. Those questions bred TONS more response posts from students and amazingly the ones who posted the initial questions started facilitating their own discussions. In short, by the end of the term, I had my students so well-trained that I largely became a participant in the discussion board and they all became the facilitators. This is something I have continued to do each term and I've seen some great success with it. I'm hoping when Curriculum Development does their redesign of the Pathway courses that they look into implementing requirements like this into their own DB instructions. I think it would really help! 

    • This is a built in feature of FDWLD 201. Students are required to ask and answer each other's questions each week. I love it! I assumed this was how all class discussion boards worked until I got to look at other courses. I wonder if this could become the standard model for DBs in more classes.

      • But can you address (in a comment below) the quality of those questions asked by classmates Kim? Are we in the lower order Bloom's taxonomy or reaching a little higher in that taxonomy?

        • We definitely cover the full spectrum. Some students ask really deep and profound questions that lead to great discussions, and other students ask very superficial questions that are barely worth asking. Overall, there are usually enough good questions within each group that it's a very worthwhile activity. (I also ask questions, by the way, so this isn't entirely student driven.)

    • Excellent, Sarah!  It's the best when at the end of the semester we can sit back and enjoy discussions, as students are teaching one another and carrying on without much prompting or input from us.  

    • Good stuff Sarah. Can you give an example of one or two questions students were asking each other?

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