online education topics for group discussion

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1,400+ easy topics for group discussion with your students, share this article.

Get over 1,000 group discussion topic ideas, and understand the key ways to have productive discussions with your students.

Are you searching for new ways to keep your students on their toes? Sometimes it can feel overwhelming always looking for new, fun, and upbeat ways to keep your students engaged and entertained in your group discussions. 

Helping your students feel compelled to participate in group discussions has proven to be beneficial in more ways than one – besides the fact that it can help strengthen the bonds of your community (whether it be online or in-person), group discussions are an important part of the learning process for students. 

Group discussions facilitate student interactions, helping them learn how to communicate effectively with others. They promote a deeper understanding and help increase long-term information retention. Group discussions can also help increase students’ attention and help maintain their focus by involving them in the learning process. 

In this article, we will discuss why group discussions are so beneficial to the learning environment. We’ve also included some templates with a ton of easy topics for group discussions that can help you build a strong learning environment for your students! 

Related: What Are Learning Communities?

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• Benefits of Group Discussion in Online Courses & Communities

Easy Topics for Group Discussion

Gd topics to avoid, how to have a successful group discussion.

• 1400 Group Discussion Topics Categorized

Benefits of Group Discussion in Online Courses & Learning Communities

While we already mentioned some of the major benefits of group discussions, we just want to highlight the importance of group discussions in online courses and communities.

The purpose of having interesting discussion topics in an online course is to provide opportunities for students to interact with each other, the content, and the instructor. 

There are already certain barriers to learning in an online community – such as self-motivation, distractions, and isolation to name a few – which is why it is even more crucial to engage your students in a fun and meaningful way! 

Sometimes it’s hard for more traditional classroom experiences to translate nicely to engaging online learning experiences. Introducing new topics to discuss in a group at the beginning of each class could be the key to making your online course effective. This is because social interactions (especially in the online learning community) foster meaningful connections and involvement between your students. 

Social elements like incorporating interesting topics to discuss in a group complement online courses because they enable social learning , peer-to-peer support, and student-to-instructor support. They also enable students to hold each other accountable for learning goals while creating a sense of community and belonging.

Adding different topics for group discussion in online learning communities is another great and effective way for students to collaborate and connect with one another. A learning community is a shared place for discussion, so why not spice up your interactions by throwing in some thought-provoking and interesting topics to discuss in a group? 

Online vs. in-person group discussion

Now that we’ve covered some of the benefits of group discussions in online courses and communities, let’s discuss whether it is better to have online or in-person group discussions. 

We find purpose and accountability in learning communities, regardless if they are from online or in-person group discussions. The style of traditionally learning in a classroom is currently being sidelined as the online classroom learning style has gained popularity in recent years. However, there are some upsides and downsides to each option, which we will cover. 

Online group discussion

• 27% said they have trust in the knowledge of their peers in an online community.
• 45% said they value diverse opinions. Online communities allow space for a respectful way to learn, and can change the way students see the world. 
• 37% said they appreciate a non-intimidating/judgemental space in an online community. 
• 37% said they value the shared collective experience/pursuit. 
• 52% agree that it’s easier to find others who share interests and passions in a community online vs in-person.
• People can participate from the comfort of their homes or offices – they don’t need to travel to a classroom, meaning there are also no travel costs or facility rental costs.
• Students can join in no matter where they are in the world.
• Participants need to have the correct technology – a computer with a webcam, and typically certain browser configurations. This can limit the population to only people who have this equipment, which narrows down the participant range.
• It is sometimes difficult with the virtual format to capture the richness of people together in a room, reading each other’s body cues and participating in exercises that require more than just speaking back and forth.

In-person group discussion

• Non-verbal cues are a rich data source and contribute to how others may respond when people are in the room together. 
• Can incorporate a wider variety of written and brainstorming exercises such as having students team up and sketch out concepts together. 
• The course instructor can pick up on non-verbal cues and facilitate the conversation more personally.
• There may not be very diverse populations, as people are limited to which area and city the course is being held in.
• Cost is a prohibitive factor to assembling a group – either because of moderator travel costs or facility rental costs.

Ultimately, the structure of the course – whether it is online or in-person – will depend on the nature of the course itself and the environment that the course instructor thinks will be the most beneficial for their students. 

If you are looking for some easy topics, here are a few ideas to get you started.

Favorite Online Resources

The first topic on our list is “What are your favorite online resources?”. This is a great question to get people talking about the different websites and tools that they use on a daily basis. It can also be a great way to find new resources that people may not be aware of. It’s an easy conversation started that can lead to more in-depth topics along the way.

• What is your favorite website or app for travel planning?
• What is your favorite website or app for finding new recipes to try?
• What is your favorite website or app for productivity and organization?
• What is your favorite website for learning new skills or information?

Thoughts On The Internet

If you’re looking for a topic that will get people thinking, then you might want to try “What are your thoughts on the current state of the internet?”. This is a great way to get people to share their thoughts and opinions on the current state of the internet, and it can also be a great way to start a discussion about how the internet can be improved.

• The role of the internet in promoting freedom of speech and censorship
• The funniest memes and internet trends
• How has the internet changed the music industry?
• The role of the internet in creating and fostering online communities
• The role of the internet in education and the future of traditional learning methods

The Impact of Social Media On Our Lives

This is another great topic that can get people thinking and talking. Social media has had a huge impact on our lives, and it’s definitely something worth discussing. It’s a topic that tends to have differing opinions, so the conversation may include many talking points with opportunities to share real-life examples of the impact. You can ask questions referring to what others may have seen on social media like Facebook groups . These groups often have a growing discussion board that can influence opinions. 

• The impact of social media on our communication skills and real-life relationships
• The use of social media for cyberbullying and harassment
• The impact of social media on the economy and job market
• The most absurd social media and internet trends and phenomena

The Pros and Cons of Technology

This is a great topic for discussion, particularly because it’s something that we all use on a daily basis. We rely heavily on technology, so understanding how people view it, both the negative and positive sides, can be quite interesting. It’s also a great way to start a conversation about how we can use technology more effectively, and how we can avoid its negative effects.

• The effects of technology on job security and employment opportunities
• The impact of technology on our ability to communicate and form relationships
• The role of technology in promoting and suppressing privacy and data security
• The effects of technology on our attention spans and memory retention
• The role of technology in promoting and suppressing entrepreneurship and innovation

The Changing Landscape of Education

This is a great topic for discussion, especially if you have an online community full of students or educators. Education is constantly changing, so it’s important to stay up-to-date on the latest trends. This discussion can help people learn about new changes in education, and it can also be a great way to get different perspectives on the issue.

• The impact of technology on the education system and traditional learning methods
• The impact of big data and personalization in education on student privacy and autonomy
• The role of online education and distance learning in the future of education
• The role of education in shaping the future
• The future of virtual reality education

The Importance of Connection

This is a great topic for discussion, particularly in online communities. It can be easy to feel isolated when we’re spending so much time online, so it’s important to find ways to connect with others. This discussion can help people find ways to connect with others, and it can also be a great way to get different perspectives on the issue.

• How can we create a sense of community in our neighborhood?
• How can we support and connect with people who are going through difficult times?
• How can we connect with people with different communication styles?
• How do shared interests foster connections between people?

Things That Inspire Your Creativity

This is a great topic for discussion, particularly in online communities. It can be easy to feel uninspired when we’re spending so much time online, so it’s important to find ways to get our creative juices flowing. This discussion can help people find inspiration, and it can also be a great way to get different perspectives on the issue.

Whatever the context, it is helpful to structure the discussions in a way that defines boundaries for the process and provides some degree of closure within the classroom. Be sure the topics you choose are relevant to your community and that they will promote critical thinking and analysis among your members. With some thoughtful planning, you can use group discussion to build a strong online community .

• The role of positive emotions and happiness in inspiring creativity
• How does culture and diversity influence creativity?
• What is the role of creativity in education?
• What are some common myths about creativity?
• How can creativity be used to solve real-world problems?

“Would you rather” questions

These always make for a great discussion, and sometimes the answers will surprise you.

• Would you rather travel to the past or future?
• Would you rather speak every language or communicate with animals?
• Would you rather go on a beach vacation or a ski vacation?
• Would you rather be invisible or be able to fly?

There are a few topics that you may decide to avoid when having a group discussion. These topics can be controversial, and they can often lead to arguments. Some examples of these topics include:

If you’re not sure whether or not a topic is appropriate for discussion, then it’s always best to err on the side of caution.

Before you start using these topics in your course, how you can approach the group discussion to ensure its success, whether online or in person. Here are a few tips:

Create an inclusive environment

The effective facilitation of a group discussion involves recognizing that there will be many different perspectives and different skills needed to create an inclusive environment. 

In order to do so, it’s important to consider the components of effective group discussions and the conditions that promote small group interactions and engagement. Discussion is a powerful technique for active learning, and a well-facilitated discussion allows students to explore new ideas while recognizing and valuing the contributions of others.

To create an inclusive environment…

• Allow participants to introduce themselves (you can even set up an ice breaker to have pairs of students introduce each other)
• Be clear about group expectations and intentions 
• Use inclusive language 
• Don’t hesitate to ask for clarification if a question or comment is unclear 
• Treat every student with respect and consideration
• Develop an awareness of barriers to learning (cultural, social, personal) 
• Provide sufficient time and space for students to gather their thoughts and contribute to group discussions
• Provide opportunities for participants to get into pairs to share their ideas in a one-on-one setting (some students may be more comfortable with this initially)

Create a process to begin and end the group discussion

To ensure that your group discussion is off to a great start, it’s important to have a plan for the conversation. Think about possibly creating an introduction process. This can be as simple as having everyone introduce themselves and their thoughts on the topic at the beginning of class. 

Have an idea of how you want to wrap up the discussion, especially if there are time constraints. It may be a good idea to summarize the solid points that were brought up throughout the discussion, and praise everyone for participating. This will help to keep the momentum going for the next group discussion, ensuring that your learning community continues to connect with each other.

Make sure everyone has a chance to speak

When leading a group discussion, the one thing you don’t want happening is for one student to monopolize the conversation completely – the benefit of having a group discussion is to listen and hear everyone’s unique perspective on the topic!

One of the most important aspects of a successful group discussion is making sure that everyone has a chance to share their thoughts and opinions. If certain parties are dominating the discussion, actively call on others as you moderate the discussion to give them the floor. You could even go alphabetically. This is especially useful to help engage students who are more shy and would rather not say anything at all. 

Encourage people to ask questions 

A great way to get people talking is to encourage student participation. This helps keep the flow of the conversation steady, as well as actively engaging people to listen and think critically. 

Getting students to ask or write down follow-up questions to share allows them to voice their own thoughts and opinions. It may also be beneficial for the instructor to initiate some questions to help bring out their students’ ideas further.

Have an open mind

In good group discussions, conflicts will sometimes arise. It’s important to remember that not everyone is going to have the same exact opinion as you, and that’s okay. What’s important is that you’re able to listen to other people’s thoughts and perspectives, and have an open mind. 

Keep discussions constructive and positive

At the beginning of each group discussion, clarify the goals of each discussion and establish some of the ground rules for the group.

This can include:

• Allowing all students time to speak
• Sharing personal experiences rather than making general statements about groups of people (stereotyping)
• Encouraging others to add their reactions or ideas to build on someone’s comment
• Keeping discussions on track by listing the questions to cover on the board or in the chat, and summarizing the discussion as it proceeds 

Plan topics for group discussions that will resonate with your students 

When you’re planning your group discussion, make sure to choose topics that will resonate with your community to ensure that the discussion will be engaging and beneficial for everyone involved.

Perhaps at the end of class, you can ask everyone to leave a question that they would like to discuss the next time you all meet together. 

Identify potential problems in group discussions

It’s probable that not all group discussions will go smoothly, depending on the group and the nature of the topic. 

Some potential problems in group discussions include:

• Disengaged students. If you have members who are no longer active in your community, try to engage them by sending them private messages or starting a discussion on a topic that they’re interested in. Also provide opportunities for smaller group discussions. 
• Students who talk too much. Try redirecting the discussion to another person or another topic. Alternatively, you may wish to reframe their comments, making them viable additions to the discussion.
• A discussion that turns into an argument. The course instructor may need to take a strong position as moderator, preventing students from interrupting each other or speaking simultaneously. Also, they could list both sides of the argument, allowing for respectful rebuttals.

Give students feedback 

Let your students know how they did in the group discussion. Offering individual constructive feedback can help your students feel more included and motivated to participate even more during the next group discussion. 

Create discussion forums

Discussion forums are essential to learning communities because they give students a place to keep the conversation going and generate more ideas on the topic. Discussion forums also help foster connection and engagement between your students. 

Related: It’s Time to Tap Into Togetherness with Communities

Creating an Engaging Online Community with Group Discussions

Online communities can be a great way to bring your students together in one place where they can discuss course content, apply their learnings, and ask questions. This also helps you get a pulse check on what your audience wants to learn from you.

When building an online community, it’s important to outline community guidelines —helping to improve communication, avoid conflict, and prevent chaos in your community.

Group discussion can be a great way to build an online community if you can get students talking and thinking about different topics. Just remember to keep an open mind, be respectful, and make sure that everyone has a chance to speak. With these tips, you’ll be well on your way to having a successful group discussion.

If you’re still looking for more ideas for GD topics, keep scrolling! Or try one of our Group Discussion Topic Generators:

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1400+ Group Discussion Topics Categorized

Animal welfare, diversity and inclusion, easy topics.

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Young adult discussion topics.

• What is animal welfare and why is it important?
• How can we promote awareness about animal welfare issues in our communities?
• What role should governments play in protecting animal welfare?
• Should animals have legal rights and protections?
• How can we reduce the environmental impact of animal agriculture while still ensuring animal welfare?
• Should animal testing be banned?
• What is the impact of animal entertainment, such as circuses and zoos, on animal welfare?
• How can we reduce the number of animals used for food, clothing, and other products?
• How can we ensure that animals in research labs are treated ethically and with respect?
• Should we prioritize animal welfare over economic interests in industries such as agriculture and tourism?
• How can we encourage responsible pet ownership and prevent animal neglect and abuse?
• How can we ensure that animals used for human consumption are raised and slaughtered in humane conditions?
• Should we prohibit the breeding of certain breeds of animals for cosmetic purposes?
• How can we reduce the impact of human activity on wildlife habitats?
• Should we restrict the use of animals in sports and other entertainment activities?
• How can we prevent the spread of diseases between animals and humans?
• What is the impact of climate change on animal welfare?
• Should we prohibit the use of animals in military operations and experiments?
• How can we ensure that animals used in educational and scientific exhibits are treated humanely?
• Should we restrict the use of animals in fashion and beauty industries?
• What is the impact of animal trafficking and poaching on animal welfare?
• Should we restrict the use of animals in rodeos and other similar events?
• How can we ensure that animals used for therapy and service purposes are treated ethically?
• Should we ban the use of animals in circuses and other traveling shows?
• How can we prevent animal cruelty and abuse in the food industry?
• What is the impact of animal overpopulation on animal welfare?
• Should we restrict the breeding and sale of exotic animals as pets?
• How can we prevent animal cruelty in the entertainment industry, such as in films and television shows?
• Should we prohibit the use of animals in product testing for cosmetics and personal care products?
• How can we ensure that animals used for transportation are treated humanely?
• Should we restrict the breeding and sale of animals for sport hunting?
• How can we prevent animal cruelty in puppy mills and other large-scale breeding operations?
• Should we restrict the use of animals in scientific research and testing?
• How can we prevent animal cruelty in the fur and leather industries?
• Should we restrict the use of animals in tourism and entertainment activities, such as elephant rides and swimming with dolphins?
• How can we ensure that animals used for religious practices are treated humanely?
• Should we restrict the use of animals in pest control?
• How can we prevent animal cruelty and abuse in the entertainment industry, such as in theme parks and water parks?
• Should we restrict the use of animals in hunting and fishing for sport?
• How can we ensure that animals used for food are raised and slaughtered humanely in small-scale farming operations?
• What is the impact of factory farming on animal welfare?
• Should we restrict the breeding and sale of animals for use in laboratory testing?
• How can we prevent animal cruelty and abuse in the pet industry, such as in pet stores and breeding operations?
• Should we restrict the use of animals in traditional medicine practices?
• How can we ensure that animals used for wool and silk production are treated humanely?
• What is the impact of deforestation on animal welfare?
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• How can marketing help businesses connect with customers?
• What are some common marketing strategies used by businesses today?
• How can businesses effectively use social media for marketing?
• Should businesses focus more on digital marketing or traditional marketing methods?
• How can businesses effectively use email marketing to reach customers?
• What is the role of customer research in marketing?
• How can businesses effectively use influencer marketing?
• Should businesses focus more on B2B or B2C marketing?
• How can businesses effectively use content marketing to build their brand?
• How can businesses effectively use search engine optimization (SEO) to improve their online visibility?
• How can businesses measure the success of their marketing campaigns?
• What is the impact of customer reviews on marketing?
• How can businesses effectively use video marketing to engage with customers?
• Should businesses focus more on inbound marketing or outbound marketing strategies?
• How can businesses effectively use paid advertising, such as Google Ads and Facebook Ads?
• What is the role of storytelling in marketing?
• How can businesses effectively use mobile marketing to reach customers on-the-go?
• How can businesses use gamification in their marketing strategies?
• How can businesses effectively use location-based marketing?
• Should businesses focus more on direct marketing or indirect marketing strategies?
• How can businesses effectively use customer feedback to improve their marketing efforts?
• What is the impact of influencer fraud on influencer marketing?
• How can businesses effectively use affiliate marketing?
• How can businesses effectively use customer segmentation in their marketing strategies?
• How can businesses effectively use referral marketing to grow their customer base?
• What is the role of experiential marketing in today’s business world?
• How can businesses effectively use chatbots in their marketing strategies?
• Should businesses focus more on global or local marketing strategies?
• How can businesses effectively use customer retention strategies in their marketing efforts?
• What is the impact of customer data privacy on marketing?
• How can businesses effectively use loyalty programs in their marketing efforts?
• How can businesses effectively use augmented reality in their marketing strategies?
• What is the impact of customer experience on marketing?
• How can businesses effectively use customer service as a marketing tool?
• How can businesses use user-generated content in their marketing efforts?
• What is the role of personalization in marketing?
• How can businesses effectively use chat marketing in their strategies?
• How can businesses effectively use artificial intelligence in their marketing efforts?
• Should businesses focus more on brand awareness or lead generation in their marketing strategies?
• How can businesses effectively use native advertising in their marketing strategies?
• How can businesses effectively use retargeting in their marketing efforts?
• What is the role of video ads in marketing?
• How can businesses effectively use customer advocacy in their marketing strategies?
• How can businesses use data analytics to improve their marketing efforts?
• How can businesses effectively use social listening to improve their marketing strategies?
• Should businesses focus more on emotional marketing or rational marketing strategies?
• How can businesses effectively use chatbots for customer service and support?
• What is the role of mobile apps in marketing?
• How can businesses effectively use customer reviews in their marketing efforts?
• How can businesses use memes and viral marketing in their strategies?
• How can businesses effectively use podcast marketing to reach new audiences?
• Should businesses focus more on omnichannel or multichannel marketing strategies?
• How can businesses effectively use direct mail marketing in the digital age?
• What is the impact of customer experience on brand loyalty?
• What is sales and why is it important for businesses?
• What are some common sales techniques used by sales professionals today?
• How can businesses effectively train their sales teams?
• What is the role of customer relationship management (CRM) in sales?
• How can businesses effectively use data analytics to improve their sales efforts?
• Should businesses focus more on inbound or outbound sales strategies?
• What is the role of customer service in sales?
• How can businesses effectively use sales automation tools?
• How can businesses effectively use social selling to connect with customers?
• What is the impact of customer retention on sales?
• How can businesses effectively use referral selling to grow their customer base?
• Should businesses focus more on product knowledge or customer knowledge in their sales efforts?
• What is the role of storytelling in sales?
• How can businesses effectively use video selling to engage with customers?
• How can businesses effectively use sales forecasting to plan for the future?
• How can businesses effectively use sales enablement tools?
• Should businesses focus more on B2B or B2C sales strategies?
• How can businesses effectively use account-based selling to target specific customers?
• What is the impact of customer experience on sales?
• How can businesses effectively use upselling and cross-selling techniques?
• Should businesses focus more on inbound or outbound prospecting strategies?
• How can businesses effectively use customer feedback to improve their sales efforts?
• What is the role of emotional intelligence in sales?
• How can businesses effectively use value-based selling techniques?
• How can businesses effectively use objection handling techniques in their sales efforts?
• Should businesses focus more on relationship selling or transactional selling?
• How can businesses effectively use storytelling in their sales pitches?
• What is the impact of social proof on sales?
• How can businesses effectively use customer personas in their sales efforts?
• Should businesses focus more on inside sales or outside sales strategies?
• What is the role of empathy in sales?
• How can businesses effectively use competitive analysis in their sales efforts?
• How can businesses effectively use social media for sales?
• Should businesses focus more on product selling or solution selling?
• How can businesses effectively use customer advocacy in their sales strategies?
• What is the role of sales coaching in developing sales professionals?
• How can businesses effectively use customer success stories in their sales pitches?
• Should businesses focus more on consultative selling or transactional selling?
• What is the impact of sales process optimization on sales?
• How can businesses effectively use customer segmentation in their sales efforts?
• How can businesses effectively use persuasive language in their sales pitches?
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• What is the role of social listening in sales?
• How can businesses effectively use sales funnels to guide customers through the sales process?
• How can businesses effectively use customer data to personalize their sales pitches?
• Should businesses focus more on account management or new business development in their sales efforts?
• What is the impact of sales productivity on overall business success?
• How can businesses effectively use sales promotions to drive sales?
• Should businesses focus more on online sales or offline sales strategies?
• What is the role of customer experience in post-sales support?
• How can businesses effectively use sales contests to motivate sales teams?
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• How can businesses effectively use email marketing for sales?
• How can businesses effectively use virtual selling in the digital age?
• Should businesses focus more on lead qualification or lead generation in their sales efforts?
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• How can businesses effectively use account-based marketing to support their sales efforts?
• How can businesses effectively use storytelling in their sales follow-up efforts?
• Should businesses focus more on price-based selling or value-based selling?
• What is the impact of sales forecasting accuracy on overall business success?
• How can businesses effectively use customer surveys to improve their sales efforts?
• Should businesses focus more on product differentiation or brand differentiation in their sales strategies?
• What is the role of networking in sales?
• How can businesses effectively use sales collateral to support their sales efforts?
• Should businesses focus more on lead nurturing or lead conversion in their sales strategies?
• What is the impact of sales culture on sales success?
• How can businesses effectively use customer testimonials to support their sales efforts?
• Should businesses focus more on sales specialization or cross-functional collaboration?
• What is the role of sales performance metrics in sales management?
• How can businesses effectively use online advertising for sales?
• Should businesses focus more on inbound or outbound account-based marketing strategies?
• What is the impact of product packaging on sales?
• How can businesses effectively use sales incentives to motivate their sales teams?
• Should businesses focus more on inside sales or field sales strategies?
• What is the role of product demos in sales?
• How can businesses effectively use content marketing for sales?
• Should businesses focus more on product features or customer benefits in their sales pitches?
• What is the impact of sales coaching on sales performance?
• How can businesses effectively use lead scoring to prioritize their sales efforts?
• Should businesses focus more on sales specialization or sales generalization?
• What is the role of sales territories in sales management?
• Should businesses focus more on referral selling or cold calling in their sales strategies?
• What is the impact of sales technology on sales productivity?
• How can businesses effectively use chatbots for sales?
• Should businesses focus more on relationship building or closing techniques in their sales efforts?
• What is the role of sales incentives in improving customer loyalty?
• How can businesses effectively use sales gamification to engage their sales teams?
• Should businesses focus more on customer acquisition or customer retention in their sales strategies?
• What is the impact of sales training on sales performance?
• How can businesses effectively use customer success stories to support their sales efforts?
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• The ethics of street art and property rights
• The power of art to promote cultural understanding
• The impact of art on web design
• The role of art in event planning
• The influence of art on packaging design
• The impact of art on interior decorating
• The role of art in journalism and news reporting
• The ethics of cultural heritage preservation and restoration
• The power of art to convey social commentary
• The influence of art on fashion accessories
• The impact of art on architecture and building design
• The role of art in fashion styling and image consulting
• The future of art in virtual and augmented reality
• The ethics of art and cultural sensitivity
• The power of art to promote social change and activism
• The impact of art on product branding and marketing
• The role of art in international diplomacy and relations.
• What are some ways to overcome shyness or social anxiety and connect with others?
• How can we build stronger relationships with our family members?
• What are some effective ways to communicate and connect with coworkers?
• How can we create a sense of community in our neighborhoods?
• What are some ways to connect with people who have different cultural backgrounds?
• How can we use social media to connect with others in a meaningful way?
• How can we deepen our friendships and maintain strong connections with people?
• What are some ways to connect with people who share our interests or passions?
• What are some ways to build trust and create a safe space for sharing with others?
• How can we be more empathetic and understanding in our interactions with others?
• What are some ways to connect with people who have different political views?
• How can we create a sense of belonging in groups or organizations?
• What are some ways to connect with people in our local community?
• How can we be more vulnerable and open in our relationships with others?
• What are some ways to connect with people in different age groups?
• How can we create a supportive environment for sharing personal experiences?
• What are some ways to connect with people in different professions or industries?
• How can we connect with people who have different lifestyles or values?
• How can we practice active listening and show genuine interest in others?
• What are some ways to connect with people through volunteering or community service?
• How can we connect with people through shared hobbies or activities?
• How can we connect with people who are geographically distant?
• What are some ways to build positive relationships with our coworkers?
• How can we connect with people who have different communication styles?
• What are some ways to connect with people from different socioeconomic backgrounds?
• How can we connect with people who have different religious or spiritual beliefs?
• How can we connect with people who are experiencing loneliness or isolation?
• What are some ways to connect with people who speak a different language?
• How can we connect with people who are part of marginalized communities?
• What are some ways to connect with people through acts of kindness or generosity?
• How can we connect with people who have different personality types?
• How can we build stronger relationships with our romantic partners?
• What are some ways to connect with people who have different learning styles?
• How can we connect with people through shared goals or aspirations?
• How can we connect with people who have different abilities or disabilities?
• What are some ways to connect with people who have different life experiences?
• How can we build stronger relationships with our children or parents?
• How can we connect with people who have different communication barriers?
• What are some ways to connect with people through shared values or beliefs?
• How can we build stronger relationships with our friends?
• How can we connect with people who have different senses of humor?
• How can we connect with people who have different dietary preferences?
• What are some ways to connect with people through shared music or art?
• How can we connect with people who have different opinions on controversial issues?
• How can we build stronger relationships with our mentors or mentees?
• How can we connect with people who have different relationship styles?
• How can we connect with people who have different career goals or aspirations?
• What are some ways to connect with people through shared travel experiences?
• The role of cooking in cultural identity and tradition
• The impact of technology and innovation on cooking techniques and recipes
• The importance of using fresh, whole ingredients in cooking and meal preparation
• The benefits and challenges of cooking with different diets, such as vegetarian, vegan, gluten-free, etc.
• The role of cooking in building community and relationships
• The history and evolution of cooking methods and cuisine
• The benefits of cooking with family and friends, and the role of cooking in bringing people together
• The impact of food waste and sustainability on cooking and meal planning
• The importance of cooking skills and meal planning for healthy eating and living
• The role of cooking in stress relief and self-care
• The benefits and challenges of cooking with limited time and resources
• The impact of social media and popular culture on cooking trends and styles
• The importance of food presentation and plating in cooking and meal presentation
• The benefits of cooking with seasonal and local ingredients
• The role of cooking in economic and financial well-being, including meal planning and budgeting
• The impact of cultural exchange and fusion in cooking and cuisine
• The importance of knife skills and kitchen safety in cooking
• The benefits and challenges of cooking for large groups and events
• The role of cooking in exploring and understanding other cultures through food
• The impact of food allergies and intolerances on cooking and meal planning
• The importance of experimentation and creativity in cooking and recipe development
• The benefits and challenges of cooking for one or cooking solo
• The role of cooking in maintaining and improving mental and physical health
• The impact of cooking and food education in schools and communities
• The importance of cooking as a lifelong skill for personal and professional development.
• The role of nature and the great outdoors in inspiring creativity
• The impact of travel and new experiences on creativity and imagination
• The effects of music, art, and literature on the imagination and creative expression
• The impact of play and unstructured time on imaginative thinking and creative problem solving
• The effects of mindfulness and meditation on creative thought and inspiration
• The role of curiosity and exploration in stimulating creative ideas and solutions
• The impact of social and cultural diversity on creative expression and innovation
• The effects of collaboration and teamwork in inspiring creative solutions and ideas
• The role of failure and setbacks in fostering creative growth and resilience
• The impact of quiet time and solitude on the creative process and imaginative thinking
• The effects of playfulness and humor on creative expression and problem solving
• The role of storytelling and oral traditions in inspiring imaginative thinking and creative expression
• The impact of physical activity and exercise on the imagination and creative thinking
• The effects of mindfulness and being present in the moment on the imagination and creative thinking
• The role of sleep and rest in fostering creative ideas and inspiration
• The impact of surrounding oneself with positive and supportive people on creative expression and problem solving
• The effects of taking breaks and allowing the mind to wander on the imagination and creative process
• The role of creating a supportive and stimulating physical environment for creativity
• The impact of taking on new challenges and learning new skills on imaginative thinking and creative expression
• The effects of connecting with one’s passions and personal interests on creative expression and problem solving
• The role of dreaming and the subconscious mind in inspiring creative ideas and solutions
• The impact of overcoming obstacles and challenges on creative growth and resilience
• The effects of nature and exposure to the elements on creative inspiration and problem solving
• The role of experimentation and trying new things in fostering creative expression and innovative thinking.
• What is creativity and how can we define it?
• What are the benefits of creativity in our personal and professional lives?
• How can we encourage creativity in the workplace or in school?
• How can we overcome creative blocks and generate new ideas?
• What role does environment play in fostering creativity?
• How can technology be used to enhance creativity?
• How can we balance structure and freedom to encourage creativity?
• How can different forms of art inspire creativity in other areas of our lives?
• How can collaboration lead to more creative ideas?
• How can we measure creativity and its impact?
• How can we use creativity to improve mental health and well-being?
• What are some examples of innovative and creative companies?
• How can we use creativity to promote sustainability and environmentalism?
• How can we use creativity to improve communication and empathy?
• How can we incorporate creativity into our daily routines?
• What are some creative ways to approach problem-solving?
• How can we overcome fear and take risks in our creative pursuits?
• How can we use creativity to challenge and disrupt the status quo?
• How can we use creativity to build community and bring people together?
• What are some common obstacles to creativity and how can we overcome them?
• How can we use creativity to express ourselves and our identities?
• How can we use creativity to foster innovation and entrepreneurship?
• How can we use creativity to improve our physical health and fitness?
• How can we use creativity to bridge cultural and social divides?
• How can we use creativity to explore and understand complex ideas?
• What are some examples of successful creative projects or initiatives?
• How can we use creativity to drive social and political change?
• How can we use creativity to improve our relationships with others?
• How can we use creativity to create memorable and impactful experiences?
• How can we use creativity to inspire and motivate ourselves and others?
• How can we use creativity to preserve and celebrate cultural traditions?
• How can we use creativity to foster critical thinking and problem-solving skills?
• How can we use creativity to create a better future for ourselves and others?
• How can we use creativity to explore and express our emotions?
• How can we use creativity to promote empathy and understanding?
• How can we use creativity to create more inclusive and equitable societies?
• How can we use creativity to improve our cognitive and intellectual abilities?
• How can we use creativity to promote self-discovery and personal growth?
• How can we use creativity to create more meaningful and fulfilling lives?
• How can we use creativity to connect with nature and the environment?
• How can we use creativity to promote positive social and cultural change?
• How can we use creativity to promote innovation and progress in different fields?
• How can we use creativity to improve our ability to adapt to change?
• How can we use creativity to create new opportunities and possibilities?
• How can we use creativity to overcome adversity and difficult circumstances?
• How can we use creativity to promote healing and recovery from trauma?
• The impact of implicit biases and stereotypes on diversity and inclusion
• The importance of allyship and solidarity in promoting diversity and inclusion
• The benefits and challenges of workplace diversity and inclusion initiatives
• The role of education and awareness in promoting diversity and inclusion
• The impact of historical and systemic discrimination on diversity and inclusion
• The benefits and challenges of actively seeking out diverse perspectives and experiences
• The importance of embracing and celebrating cultural differences in promoting diversity and inclusion
• The role of diversity and inclusion in personal and professional development
• The impact of media representation and media literacy on diversity and inclusion
• The benefits and challenges of actively addressing privilege and power dynamics in promoting diversity and inclusion
• The importance of open-mindedness and empathy in promoting diversity and inclusion
• The role of language and communication in promoting diversity and inclusion
• The impact of intersectionality on diversity and inclusion
• The benefits and challenges of diversity and inclusion in community organizations and activism
• The importance of actively promoting and advocating for diversity and inclusion in all areas of life
• The role of technology and innovation in promoting diversity and inclusion
• The impact of globalization and cultural exchange on diversity and inclusion
• The benefits and challenges of promoting diversity and inclusion in education
• The importance of encouraging diverse leadership and representation in all industries
• The role of diverse representation in politics and government in promoting diversity and inclusion
• The impact of personal experiences and narratives on diversity and inclusion
• The benefits and challenges of creating inclusive and welcoming spaces for all individuals
• The importance of examining and addressing personal biases in promoting diversity and inclusion
• The role of diversity and inclusion in promoting overall equality and justice
• The impact of individual actions and choices on promoting diversity and inclusion in communities and society.
• The benefits of daily exercise
• Ways to reduce stress
• The importance of good sleep
• The impact of social media on relationships
• Budgeting and saving money
• The benefits of volunteering
• The effects of technology on work-life balance
• Healthy eating habits
• The benefits of traveling
• The importance of hydration
• The impact of the internet on communication
• The benefits of mindfulness and meditation
• Time management strategies
• The importance of setting goals
• The impact of technology on education
• The benefits of reading
• The importance of self-care
• The effects of social media on self-esteem
• The benefits of spending time in nature
• The importance of emotional intelligence
• The impact of social media on politics
• The benefits of team sports
• The importance of friendships
• The effects of technology on personal relationships
• The benefits of public speaking
• The importance of positive thinking
• The impact of social media on mental health
• The benefits of community service
• The importance of good leadership
• The effects of technology on privacy
• The benefits of networking
• The importance of good communication skills
• The impact of social media on body image
• The benefits of continuous learning
• The importance of time with family
• The effects of technology on relationships with others
• The benefits of having a support system
• The importance of forgiveness
• The impact of social media on personal branding
• The benefits of creativity and innovation
• The importance of public speaking skills
• The effects of technology on productivity
• The benefits of being organized
• The importance of taking breaks
• The impact of social media on personal relationships
• The benefits of spending time alone
• The importance of resilience
• The effects of technology on memory retention
• The benefits of public speaking and presentation skills
• The importance of work-life balance

Elementary school students (age related)

• The importance of kindness and empathy
• The benefits of outdoor play
• The role of imagination in creativity
• The importance of eating healthy food
• The benefits of having a positive attitude
• The role of teamwork in solving problems
• The importance of good hygiene
• The benefits of physical activity
• The role of honesty in building trust
• The importance of helping others
• The benefits of being grateful
• The role of perseverance in achieving goals
• The importance of being environmentally responsible
• The benefits of creativity and self-expression
• The role of cooperation in friendships
• The importance of good manners and etiquette
• The benefits of reading and learning
• The role of positive self-talk in building confidence
• The importance of empathy and understanding towards others
• The benefits of kindness and compassion
• The role of friendship in building strong relationships
• The importance of being safe in daily life
• The benefits of laughter and humor
• The role of respect in building strong relationships
• The importance of taking care of one’s body
• The role of teamwork in group activities
• The importance of being responsible and reliable
• The benefits of practicing gratitude
• The role of patience in achieving success
• The importance of using one’s imagination
• The benefits of creative problem solving
• The role of resilience in overcoming challenges
• The benefits of expressing oneself through art and music
• The role of empathy in developing strong relationships
• The importance of positive self-image
• The benefits of practicing forgiveness
• The role of trust in building strong relationships
• The importance of healthy sleep habits
• The benefits of teamwork and cooperation
• The role of responsibility in daily life
• The importance of positive role models
• The benefits of physical activity and exercise
• The role of goal setting in personal development
• The importance of being environmentally conscious
• The benefits of helping others and giving back
• The role of good communication in resolving conflicts
• The importance of healthy boundaries in relationships
• The benefits of practicing empathy and compassion.
• Who is your favorite English author and why?
• Can literature influence society and culture?
• How has English literature evolved over the years?
• Is it necessary to have a degree in English literature to appreciate it?
• Is the study of English literature relevant in today’s world?
• Should English literature be taught in schools?
• What is your favorite English novel and why?
• Can literature be used as a form of escapism?
• Is it important for authors to have personal experiences to write good literature?
• Is it necessary for authors to write in a particular style?
• Can literature be used to understand different cultures and perspectives?
• Is it important for literature to have a moral message?
• Is it necessary for literature to be entertaining?
• Should literature be judged on its literary merit or popularity?
• Can literature be used to promote social change?
• Is it necessary for literature to reflect real-life issues?
• Is the literary canon too focused on white male authors?
• Can literature be considered a reflection of society?
• Is it necessary for authors to have a particular writing process?
• Can literature be used to improve empathy and emotional intelligence?
• Should literature be used in therapy?
• Is it important for literature to be historically accurate?
• Is it necessary for literature to be timeless?
• Is it important for literature to be relatable?
• Is it necessary for literature to have a plot?
• Can literature be considered a form of art?
• Is it important for literature to be accessible to all?
• Is the use of symbolism in literature important?
• Can literature be used to improve language skills?
• Should literature be free from censorship?
• Is it important for literature to be culturally diverse?
• Can literature be used to understand human nature?
• Is it necessary for literature to have a moral lesson?
• Is it important for literature to be optimistic?
• Can literature be used to explore human emotions and relationships?
• Is it necessary for literature to have a happy ending?
• Should literature be used to inspire social activism?
• Can literature be used to educate people about historical events?
• Is it necessary for literature to have a protagonist and antagonist?
• Should literature be used to teach critical thinking?
• Is it necessary for literature to have a clear message?
• Should authors be held responsible for the messages in their literature?
• Can literature be used to explore political ideologies?
• Is it necessary for literature to have a realistic portrayal of characters?
• Can literature be used to explore the meaning of life?
• Is it important for literature to be unique and original?
• Can literature be used to explore the human psyche?
• Is it necessary for literature to have a specific genre?
• Should literature be used to explore controversial topics?
• Can literature be used to understand the past and predict the future?
• Can literature be used to promote tolerance and understanding?
• Should literature be used to challenge societal norms?
• Can literature be used to teach empathy and compassion?
• Is it necessary for literature to have a specific structure?
• Can literature be used to explore philosophical ideas?
• Should literature be used to explore the supernatural?
• Is it necessary for literature to have a resolution?
• Can literature be used to explore the mysteries of the universe?
• Should literature be used to explore the absurdities of life?
• Can literature be used to explore the human condition?
• Is it necessary for literature to have a hero’s journey?
• The most useful online resources for students
• The best online resources for learning a new skill
• Online resources for remote work and collaboration
• Online resources for mental health and wellness
• The most helpful online resources for cooking and recipe ideas
• The most informative online resources for current events and news
• Online resources for budgeting and personal finance management
• The most entertaining online resources for movies and TV shows
• The best online resources for fitness and exercise inspiration
• The most helpful online resources for travel and adventure planning
• The most useful online resources for job search and career development
• The most informative online resources for science and technology news
• Online resources for self-improvement and personal growth
• The most entertaining online resources for music and concerts
• The most helpful online resources for shopping and fashion tips
• The most informative online resources for sports news and analysis
• The most useful online resources for language learning
• The best online resources for art and design inspiration
• The most helpful online resources for home improvement and DIY projects
• The most informative online resources for political news and analysis
• Online resources for spiritual growth and wellness
• The most entertaining online resources for comedy and humor
• The most useful online resources for car and vehicle maintenance
• The best online resources for gardening and horticulture tips
• The most helpful online resources for pet care and animal welfare
• What is your go-to website for news and current events?
• What is your favorite social media platform and why?
• Do you have a favorite website or app for productivity or organization? If so, what is it?
• What is your favorite website or app for entertainment?
• Do you have a favorite website or app for staying healthy or fit? If so, what is it?
• What is your favorite website or app for online shopping?
• Do you have a favorite website or app for travel planning? If so, what is it?
• What is your favorite website or app for booking events or activities?
• Do you have a favorite website or app for language learning? If so, what is it?
• What is your favorite website or app for music streaming?
• Do you have a favorite website or app for discovering new books to read? If so, what is it?
• What is your favorite website or app for watching movies or TV shows?
• Do you have a favorite website or app for connecting with friends or family online? If so, what is it?
• What is your favorite website or app for creating and sharing videos?
• Do you have a favorite website or app for discovering new podcasts? If so, what is it?
• What is your favorite website or app for finding and booking local services, such as haircuts or massages?
• Do you have a favorite website or app for finding and booking travel accommodations? If so, what is it?
• What is your favorite website or app for online banking?
• Do you have a favorite website or app for finding and booking flights? If so, what is it?
• What is your favorite website or app for finding and booking rental cars?
• Do you have a favorite website or app for managing your finances or investments? If so, what is it?
• What is your favorite website or app for job searching and career development?
• Do you have a favorite website or app for learning about new technology or gadgets? If so, what is it?
• What is your favorite website or app for discovering new podcasts? If so, what is it?
• Do you have a favorite website or app for discovering and booking local events, such as concerts or festivals? If so, what is it?
• What is your favorite website or app for finding and booking fitness classes or workouts?
• Do you have a favorite website or app for finding and booking beauty services, such as manicures or facials? If so, what is it?
• What is your favorite website or app for staying up-to-date on pop culture?
• Do you have a favorite website or app for finding and booking outdoor activities, such as hiking or kayaking? If so, what is it?
• What is your favorite website or app for learning about mental health and wellness?
• Do you have a favorite website or app for finding and booking volunteer opportunities? If so, what is it?
• What is your favorite website or app for discovering and booking travel experiences, such as tours or cultural activities?
• Do you have a favorite website or app for finding and booking pet services, such as dog walking or pet grooming? If so, what is it?
• What is your favorite website or app for finding and booking home services, such as cleaning or repairs?
• Do you have a favorite website or app for finding and booking outdoor adventure experiences
• The importance of effective communication in fostering good relationships
• The benefits and challenges of setting and maintaining healthy boundaries in relationships
• The role of trust and honesty in fostering good relationships
• The impact of emotional intelligence on fostering good relationships
• The benefits and challenges of active listening and empathy in relationships
• The importance of mutual respect and understanding in fostering good relationships
• The role of shared values and interests in fostering good relationships
• The impact of past experiences and traumas on fostering good relationships
• The benefits and challenges of overcoming conflicts and resolving disputes in relationships
• The importance of maintaining individual autonomy and independence in relationships
• The role of compromise and negotiation in fostering good relationships
• The impact of effective time management and prioritization on fostering good relationships
• The benefits and challenges of managing expectations and setting realistic goals in relationships
• The importance of forgiveness and letting go in fostering good relationships
• The role of self-awareness and self-reflection in fostering good relationships
• The impact of social and cultural norms on fostering good relationships
• The benefits and challenges of actively expressing gratitude and appreciation in relationships
• The importance of physical and emotional intimacy in fostering good relationships
• The role of transparency and open-mindedness in fostering good relationships
• The impact of personal growth and development on fostering good relationships
• The benefits and challenges of fostering good relationships with in-laws and extended family members
• The importance of supporting and encouraging personal growth and success in relationships
• The role of compromise and compromise in fostering good relationships
• The impact of technology and social media on fostering good relationships
• The benefits and challenges of promoting honesty, vulnerability, and authenticity in fostering good relationships.
• The funniest movies and TV shows of all time
• The most ridiculous fashion trends in history
• The funniest jokes and puns you’ve ever heard
• The most embarrassing moments you’ve experienced
• The funniest pranks you’ve played or seen
• The most ridiculous celebrity gossip and rumors
• The funniest accents and impressions you can do
• The most ridiculous names you’ve heard
• The funniest autocorrect and typo fails
• The most bizarre conspiracy theories you’ve heard
• The most ridiculous superstitions and beliefs
• The funniest quotes from comedians and celebrities
• The most embarrassing personal habits you’ve noticed in others
• The funniest animals and their antics
• The most ridiculous trends and fads from your childhood
• The funniest bloopers and outtakes from movies and TV shows
• The most absurd laws and regulations you’ve heard of
• The funniest jokes about different countries and cultures
• The most ridiculous tech fails and glitches
• The funniest nicknames and pet names you’ve heard
• The most absurd celebrity interviews and appearances
• The funniest parodies and mock commercials
• The most ridiculous new year’s resolutions you’ve heard
• The funniest pick-up lines and one-liners you’ve heard.
• The most absurd internet challenges and trends
• The funniest celebrity impressions and parodies
• The most ridiculous product inventions and infomercials
• The funniest jokes about different professions
• The most absurd news headlines and articles
• The funniest jokes about different languages and accents
• The most ridiculous tourist attractions and roadside attractions
• The funniest jokes about different cultures and customs
• The most absurd fashion and beauty trends and products
• The funniest jokes about different types of food
• The most ridiculous wedding and baby shower trends
• The funniest jokes about different types of sports
• The most absurd reality TV shows and competitions
• The funniest jokes about different types of hobbies and interests
• The most ridiculous historical events and figures
• The funniest jokes about different types of music and musicians
• The most absurd TV and movie spin-off shows and sequels
• The funniest jokes about different types of relationships and dating
• The most ridiculous beauty and grooming products and rituals
• The funniest jokes about different types of transportation
• The most absurd urban legends and ghost stories
• The funniest jokes about different types of weather and natural disasters
• The most ridiculous fashion and beauty mishaps and fails
• The funniest jokes about different types of pets and animals
• The most absurd holiday and seasonal traditions and customs
• The funniest jokes about different types of technology and gadgets
• The most ridiculous business and marketing strategies and campaigns
• The funniest jokes about different types of health and wellness practices
• The most absurd historical and scientific discoveries and theories
• The funniest jokes about different types of entertainment and media
• The most ridiculous personal and lifestyle trends and fads
• The funniest jokes about different types of fashion and beauty
• The most absurd political and social movements and issues
• The funniest jokes about different types of art and creativity
• The most ridiculous environmental and sustainability efforts and causes
• The funniest jokes about different types of travel and tourism
• The funniest jokes about different types of education and learning
• The most ridiculous personal and social norms and expectations
• The funniest jokes about different types of work and careers
• The most absurd philosophical and spiritual beliefs and practices
• The funniest jokes about different types of history and heritage
• The most ridiculous conspiracy theories and mysteries
• The funniest jokes about different types of food and drink
• The most absurd personal and social quirks and idiosyncrasies
• The funniest jokes about different types of nature and the outdoors
• The most ridiculous personal and social insecurities and anxieties

Health and fitness

• The impact of technology and innovation on health and fitness practices
• The importance of a balanced diet and nutrition for overall health and well-being
• The benefits and challenges of incorporating physical activity into a busy lifestyle
• The role of genetics and family history in health and fitness
• The impact of stress and mental health on physical health and well-being
• The benefits and challenges of mindfulness and meditation in promoting health and fitness
• The importance of sleep for overall health and fitness
• The role of community and social support in health and fitness practices
• The impact of technology and screen time on physical and mental health
• The benefits and challenges of outdoor and environmental fitness
• The importance of injury prevention and recovery in fitness and physical activity
• The role of fitness and physical activity in managing and preventing chronic conditions
• The impact of cultural and societal influences on health and fitness practices and beliefs
• The benefits and challenges of strength training and weightlifting for health and fitness
• The importance of individualized and customized fitness plans for personal health goals
• The role of health and fitness in personal and professional development
• The impact of climate change and the environment on health and fitness
• The benefits and challenges of group fitness classes and training programs
• The importance of mental health and body image in overall health and fitness
• The role of health and fitness in disease prevention and management
• The impact of food culture and food industry on health and fitness
• The benefits and challenges of performance-enhancing drugs and supplements in fitness
• The importance of hydration and fluid intake for health and fitness
• The role of health and fitness in promoting overall happiness and well-being
• The impact of international travel and relocation on health and fitness practices and habits.

High school students (age related)

• The impact of social media on society
• The importance of diversity and inclusion
• The benefits of college education
• The role of technology in shaping the future
• The impact of climate change
• The importance of self-care and mental health
• The benefits of volunteering and community service
• The role of critical thinking in problem solving
• The impact of politics on society
• The importance of good time management
• The role of teamwork in achieving success
• The impact of fake news and misinformation
• The importance of healthy relationships
• The benefits of effective communication skills
• The role of leadership in community development
• The impact of social media on self-esteem
• The importance of goal setting and personal development
• The role of creativity and innovation in problem solving
• The importance of stress management
• The benefits of financial literacy and budgeting
• The role of self-reflection in personal growth
• The impact of technology on work-life balance
• The importance of a healthy work-life balance
• The benefits of civic engagement and community involvement
• The role of perseverance in achieving success
• The impact of the media on body image
• The importance of a positive self-image
• The benefits of community service and volunteerism
• The impact of social media on privacy
• The importance of self-expression and creativity
• The role of positive thinking in personal development
• The impact of technology on the environment
• The importance of mental and emotional intelligence
• The benefits of physical and mental well-being
• The importance of setting and achieving personal goals
• The benefits of continuous learning and self-improvement
• The role of diversity and cultural understanding in a global society
• The importance of strong personal relationships
• The benefits of taking risks and stepping outside of one’s comfort zone
• The role of accountability in personal development
• The impact of the internet on privacy and security
• The importance of maintaining a healthy work-life balance.
• What is your favorite historical era and why?
• Can we learn from history and prevent past mistakes?
• How has history been taught and remembered differently in different cultures and countries?
• Should history be rewritten to correct past inaccuracies and injustices?
• How has technology changed the way we study and understand history?
• How has historical fiction influenced our understanding of history?
• Can historical events and figures be seen in shades of gray rather than black and white?
• How has globalization impacted the study and understanding of history?
• Should controversial historical figures and events be celebrated or condemned?
• What role does propaganda play in shaping our understanding of historical events?
• How has imperialism impacted the world’s history and current state of affairs?
• Can history be used to predict the future?
• What is the importance of preserving historical artifacts and landmarks?
• How has the interpretation of history changed over time?
• What can we learn from the study of history that can be applied to the present day?
• How have historical events impacted social and cultural movements?
• Should history be used to justify present-day actions and policies?
• Can history be a source of inspiration?
• How has the history of colonization impacted indigenous cultures and communities?
• Should the study of history be mandatory in schools?
• How has historical revisionism impacted our understanding of events and figures?
• Can history be used to challenge present-day prejudices and biases?
• How have gender and race influenced our understanding of history?
• Should history be taught in a more objective or subjective manner?
• How have historical events influenced art, literature, and culture?
• How has the study of history impacted scientific and technological advancements?
• How have historical events shaped the current political landscape?
• Should history be taught in a global or regional context?
• How have wars and conflicts impacted the world’s history and current state of affairs?
• Can we learn from the mistakes of past leaders and societies?
• How have historical events impacted international relations and diplomacy?
• Should historical figures who committed atrocities be remembered and celebrated?
• How has the study of history impacted our understanding of human nature?
• Can we ever truly understand the motives and actions of historical figures?
• How has the study of history influenced our understanding of religion and spirituality?
• Should history be used to inspire activism and social change?
• How have historical events impacted the natural environment and conservation efforts?
• Can we learn from the successes and achievements of historical figures?
• How has the study of history influenced our understanding of economics and trade?
• Should history be used to inform policy decisions?
• How has the history of medicine and healthcare impacted our current understanding and practices?
• How have historical events shaped our understanding and treatment of mental health?
• Can we learn from the mistakes of past civilizations and prevent their downfall?
• How has the history of education impacted current systems and practices?
• Should we prioritize the study of global or national histories?
• How have historical events impacted human migration and displacement?
• Can we learn from the successes and failures of past social movements?
• How has the history of science and technology impacted our current understanding and practices?
• Should historical events and figures be judged by present-day standards and values?
• How has the study of history impacted our understanding and treatment of human rights and social justice?
• Artificial intelligence and its impact on society
• Climate change and global warming
• The future of space exploration
• The effects of social media on human interaction
• The history and evolution of the internet
• Ethical issues in biotechnology
• Alternative energy sources
• The impact of technology on job market
• Privacy concerns in the digital age
• The role of government in education
• The importance of mental health
• The role of media in shaping public opinion
• The impact of the gig economy
• The history of civil rights movements
• The impact of globalization on local cultures
• The effects of income inequality
• The role of technology in healthcare
• The future of transportation
• The influence of advertising on consumer behavior
• The impact of COVID-19 on the global economy
• The role of social media in politics
• The history and future of virtual reality
• The effects of climate change on wildlife
• The ethics of animal testing
• The impact of automation on employment
• The history of the feminist movement
• The effects of economic sanctions
• The role of technology in agriculture
• The influence of peer pressure on young people
• The impact of the music industry on society
• The history and future of renewable energy
• The ethics of genetic engineering
• The impact of the digital divide on society
• The role of technology in urbanization
• The effects of fast fashion on the environment
• The history and future of cybersecurity
• The impact of political correctness on free speech
• The role of social media in activism
• The influence of artificial intelligence on human creativity
• The impact of economic globalization on local businesses
• The ethics of drones and autonomous weapons
• The history and future of space tourism
• The effects of online education on traditional education
• The role of technology in disaster response and recovery
• The influence of technology on interpersonal communication
• The impact of gentrification on urban communities
• The ethics of surveillance in a digital age
• The history and future of renewable energy storage
• The effects of income tax policies on the economy
• The role of technology in solving global problems.
• The impact of technology on society and daily life
• The changing landscape of education and its effects on students and society
• The pros and cons of social media and its impact on communication and relationships
• The ethics and moral implications of new advancements in science and technology
• The role of government and politics in shaping society and individual freedoms
• Environmental concerns and sustainability efforts in the face of global climate change
• The meaning and purpose of life and personal fulfillment
• The effects of globalization and cultural exchange on society and identity
• Mental health and wellness in the modern world
• The impact of media and pop culture on attitudes and beliefs.

Kindergarden group discussion topics (age related)

• The importance of sharing and taking turns
• My favorite animals and why
• The colors of the rainbow and how to mix them
• My favorite foods and why
• My family and where I live
• The different seasons and what I like about each
• My favorite toys and games
• My favorite shapes and how to draw them
• The different types of weather and how it affects us
• My favorite books and stories
• The importance of being polite and using kind words
• My favorite numbers and how to count
• The different types of transportation and how they work
• My favorite fruits and vegetables and why they are good for us
• My favorite things to do outside
• My favorite songs and why
• The importance of following rules and staying safe
• My favorite animals and their habitats
• My favorite art materials and how to use them
• The different types of buildings and their functions
• My favorite TV shows and movies
• The importance of being active and moving our bodies
• My favorite holidays and celebrations
• The different types of plants and how they grow
• The importance of good hygiene and keeping our bodies clean.
• The role of math in everyday life and real-world applications
• The challenges and benefits of learning and understanding higher-level math concepts
• The impact of technology on the teaching and learning of math
• The history and evolution of mathematical concepts and theories
• The use of real-world problems and examples to enhance understanding of math
• The importance of critical thinking and problem solving skills in mathematics
• The role of math in fields such as science, engineering, finance, and economics
• The benefits and limitations of using calculators and other technology in math education
• The impact of cultural and societal attitudes on the perception and study of math
• The relationship between math and creativity, including the use of visual and imaginative thinking in solving mathematical problems
• The use of manipulatives and hands-on learning in math education
• The role of group work and collaboration in enhancing understanding of math concepts
• The impact of individual learning styles and preferences on the study and understanding of math
• The benefits and challenges of teaching and learning math in a multilingual and multicultural classroom
• The role of failure and persistence in enhancing math skills and understanding
• The impact of math on society and advancements in areas such as medicine, transportation, and space exploration
• The relationship between math and art, including the use of mathematical principles in artistic expression
• The benefits of learning and using multiple methods and strategies in solving mathematical problems
• The role of assessment and feedback in improving math skills and understanding
• The impact of incorporating real-world data and statistics in math education
• The importance of understanding the connections between math concepts and their applications
• The role of prior knowledge and experiences in shaping math skills and understanding
• The impact of parental and community involvement in math education and success
• The benefits and challenges of integrating technology and digital resources in math education
• The importance of ongoing professional development for math teachers to enhance their teaching practices and student outcomes.
• Is music a universal language?
• How has music evolved over the years?
• Should music be considered an art form?
• Can music influence your mood?
• Is there a particular genre of music that you prefer?
• How important is music in your life?
• Is it possible for music to bring people together?
• What role does music play in society?
• Is it necessary to have a good voice to be a successful musician?
• Is music becoming too commercialized?
• Can music be used as a form of therapy?
• Is the music industry too focused on looks and image?
• Is it necessary for musicians to write their own songs?
• Should music be taught in schools?
• Is autotune ruining music?
• Can music be used as a political tool?
• Is the music industry inclusive enough?
• Is it ethical to use samples in music?
• Is streaming killing the music industry?
• Should musicians be role models?
• Is it important for a musician to be able to play an instrument?
• Is classical music relevant in today’s world?
• Should music be free?
• Does music have a positive impact on mental health?
• Should music be censored?
• Is music becoming too explicit?
• Is it necessary for a musician to have a gimmick?
• Is music becoming too formulaic?
• Can music be used to bring about social change?
• Is it important for a musician to have formal training?
• Is the Grammys the ultimate recognition of a musician’s talent?
• Is it necessary for musicians to tour?
• Is music becoming too digitized?
• Is it necessary for a musician to have a good stage presence?
• Can music be considered a form of self-expression?
• Is it necessary for a musician to have a unique sound?
• Should music videos be considered an art form?
• Can music be used to promote peace?
• Should musicians collaborate with artists from other genres?
• Is it necessary for musicians to have a manager?
• Is the music industry sexist?
• Is it necessary for a musician to be a good performer?
• Should musicians be involved in politics?
• Is it necessary for musicians to be good songwriters?
• Is it ethical for musicians to sell merchandise at their concerts?
• Is it necessary for a musician to have a distinct look?
• Should music critics be taken seriously?
• Can music be used to bridge cultural divides?
• Is it necessary for a musician to be able to read sheet music?
• Should musicians be paid more for their work?
• Is music becoming too repetitive?
• Should musicians be judged on their personal lives?
• Is it necessary for a musician to have a message in their music?
• Is it necessary for a musician to have a good personality?
• Should musicians be involved in charity work?
• Is it necessary for a musician to have a strong social media presence?
• Should music be used in advertising?
• Is music becoming too focused on technology?
• Should music festivals have more diverse lineups?
• Is it necessary for a musician to have a brand?
• Should musicians have a say in how their music is used?
• Can music be used to raise awareness about social issues?
• Is it necessary for a musician to have a certain image?
• Should musicians be involved in fashion?
• Is music becoming too political?
• Should musicians have more control over their music?
• The importance of hand washing in promoting personal hygiene
• The benefits and challenges of maintaining a regular grooming routine
• The role of dental hygiene in overall health and well-being
• The impact of diet and nutrition on personal hygiene
• The benefits and challenges of maintaining personal hygiene while traveling
• The importance of showering and bathing in promoting personal hygiene
• The role of hygiene in preventing the spread of illnesses and diseases
• The impact of personal hygiene on social and professional interactions
• The benefits and challenges of maintaining personal hygiene in communal living spaces
• The importance of regular grooming of hair and nails in promoting personal hygiene
• The role of personal hygiene in preventing body odor and bad breath
• The impact of personal hygiene on self-esteem and confidence
• The benefits and challenges of promoting personal hygiene for children and teenagers
• The importance of personal hygiene in promoting mental and emotional well-being
• The role of hygiene in preventing skin irritation and infections
• The impact of environmental factors on personal hygiene
• The benefits and challenges of promoting personal hygiene for individuals with disabilities
• The importance of personal hygiene in promoting a healthy and clean living environment
• The impact of hygiene habits on the longevity and health of personal items, such as clothing and bedding
• The benefits and challenges of promoting personal hygiene in public spaces
• The importance of personal hygiene in promoting a positive body image
• The role of hygiene in maintaining a healthy vaginal and genital area for women
• The impact of hygiene on overall hygiene and hygiene on the environment
• The benefits and challenges of promoting personal hygiene for individuals with limited resources and access to personal care products.
• The impact of scientific advancements on society and daily life
• The ethics and morality of scientific research and experimentation
• The role of science in understanding and solving global problems such as climate change and disease
• The history and evolution of scientific theories and discoveries
• The importance of interdisciplinary collaboration in scientific research
• The role of technology and innovation in advancing scientific understanding
• The benefits and challenges of science education and outreach to the public
• The relationship between science and religion, and the perception of science in different cultures
• The role of experimentation and observation in scientific inquiry
• The impact of funding and resources on scientific research and discovery
• The importance of critical thinking and skepticism in evaluating scientific claims
• The benefits and limitations of computer modeling and simulation in scientific research
• The role of science in shaping public policy and decision-making
• The impact of science on industry and commerce, including the development of new products and technologies
• The role of diversity and representation in science and scientific research
• The relationship between science and art, including the use of scientific principles in artistic expression
• The importance of communication and presentation skills in sharing and promoting scientific discoveries
• The impact of science on global health and medicine, including the development of new treatments and vaccines
• The role of science in exploring and understanding the natural world, including astronomy and geology
• The benefits of cross-cultural exchange and collaboration in scientific research
• The impact of science on energy and the environment, including alternative and sustainable energy sources
• The role of science in understanding and exploring the human mind and behavior
• The importance of science literacy and understanding among the general public
• The impact of science on communication and information technology, including the development of the internet
• The role of science in advancing our understanding of the universe and the origins of life.
• The importance of effective communication in solving disputes
• The benefits and challenges of using active listening and empathy in dispute resolution
• The role of compromise and negotiation in solving disputes
• The impact of emotions and biases on the resolution of disputes
• The benefits and challenges of using mediation and alternative dispute resolution methods
• The importance of understanding the root causes of disputes in finding a resolution
• The role of power dynamics and fairness in solving disputes
• The impact of cultural and social norms on resolving disputes
• The benefits and challenges of using humor and levity in resolving disputes
• The importance of identifying and managing expectations in solving disputes
• The role of trust and transparency in solving disputes
• The impact of past experiences and traumas on resolving disputes
• The benefits and challenges of using data and facts in solving disputes
• The importance of considering multiple perspectives in resolving disputes
• The role of laws, regulations, and policies in resolving disputes
• The impact of online and digital communication in resolving disputes
• The benefits and challenges of seeking outside help and support in resolving disputes
• The importance of taking responsibility and accountability in resolving disputes
• The role of forgiveness and letting go in resolving disputes
• The impact of personal beliefs and values on resolving disputes
• The benefits and challenges of using positive reinforcement in resolving disputes
• The importance of maintaining relationships and avoiding retaliation after resolving disputes
• The role of patience and persistence in resolving disputes
• The impact of personal growth and development on resolving disputes
• The benefits and challenges of promoting long-term solutions and preventative measures in resolving disputes.
• The impact of technology on traditional education methods and the classroom experience
• The effects of standardized testing and high-stakes exams on student learning and motivation
• The impact of budget cuts and decreased funding on the quality of education
• The role of educators and schools in promoting diversity, inclusivity, and social justice
• The effects of the COVID-19 pandemic on the education system and students’ learning experiences
• The impact of the achievement gap and educational inequities on student outcomes and opportunities
• The role of parents and families in supporting and participating in their children’s education
• The effects of the increasing cost of higher education on student debt and access to opportunities
• The impact of the growing emphasis on STEM education and the devaluation of the arts and humanities
• The role of schools and educators in addressing and preventing bullying and harassment
• The effects of the political climate and political debates on the education system and curriculum
• The impact of the use of big data and personalization in education on student privacy and autonomy
• The role of schools and educators in fostering critical thinking, creativity, and independent learning
• The effects of the growing use of technology in education on student attention spans and focus
• The impact of the growing push for vocational and trade schools on traditional four-year colleges and universities
• The role of schools and educators in promoting mental health and wellness in students
• The effects of the achievement gap and education disparities on the workforce and economic opportunities
• The impact of the changing job market and workforce demands on the education system and curriculum
• The role of schools and educators in promoting and supporting student engagement and activism
• The effects of the growing emphasis on high-stakes testing and data-driven decision making on teaching quality and creativity
• The impact of the use of standardized assessments and national standards on local control and autonomy of schools
• The role of schools and educators in addressing the digital divide and unequal access to technology
• The effects of the growing use of online resources and digital materials on the preservation of traditional knowledge and skills
• The impact of the changing political climate and immigration policies on access to education for all students.
• The effects of social media on self-esteem and body image
• The role of social media in promoting and suppressing diversity and inclusivity
• The effects of social media on our political beliefs and activism
• The impact of social media on privacy and personal data security
• The role of social media in promoting and suppressing mental health and wellness
• The effects of social media on the traditional news media and journalism
• The impact of social media on our ability to focus and concentrate
• The role of social media in fostering online communities and support groups
• The effects of social media on our understanding of the world and current events
• The role of social media in promoting and suppressing entrepreneurship and innovation
• The effects of social media on our attention spans and memory retention
• The impact of social media on the entertainment industry and the distribution of creative content
• The role of social media in promoting and suppressing freedom of speech and censorship
• The effects of social media on the education system and traditional learning methods
• The impact of social media on advertising and consumer behavior
• The role of social media in promoting and suppressing political discourse and activism
• The effects of social media on our ability to form and maintain romantic relationships
• The impact of social media on the healthcare industry and access to medical information
• The role of social media in promoting and suppressing environmental sustainability and eco-consciousness
• The effects of social media on our sense of humor and comedic taste
• The impact of social media on the criminal justice system and law enforcement
• The role of social media in promoting and suppressing democracy and human rights.
• The impact of technology on our ability to communicate and form real-life relationships
• The role of technology in promoting and suppressing privacy and personal data security
• The effects of technology on mental health and well-being
• The role of technology in promoting and suppressing freedom of speech and censorship
• The impact of technology on the entertainment industry and the distribution of creative content
• The effects of technology on our physical health and fitness
• The impact of technology on the economy and job market
• The role of technology in promoting and suppressing environmental sustainability and eco-consciousness
• The effects of technology on our political beliefs and activism
• The impact of technology on the healthcare industry and access to medical information
• The role of technology in promoting and suppressing diversity and inclusivity
• The effects of technology on self-esteem and body image
• The impact of technology on advertising and consumer behavior
• The role of technology in promoting and suppressing democracy and human rights
• The effects of technology on the traditional news media and journalism
• The impact of technology on our understanding of the world and current events
• The role of technology in promoting and suppressing mental health and wellness
• The effects of technology on our ability to form and maintain romantic relationships
• The impact of technology on the criminal justice system and law enforcement
• The role of technology in fostering online communities and support groups
• The effects of technology on our sense of humor and comedic taste.

Thoughts on the internet

• The impact of social media on society and relationships
• The role of the internet in shaping political discourse and activism
• The effects of internet addiction and technology overuse on mental health
• The role of the internet in spreading false information and misinformation
• The impact of e-commerce and online shopping on brick and mortar businesses
• The use of the internet for privacy invasion and government surveillance
• The impact of the internet on traditional forms of media, such as newspapers and television
• The effects of the internet on employment and job opportunities
• The impact of the internet on relationships and dating
• The use of the internet for cybercrime and hacking
• The impact of the internet on cultural exchange and global interconnectedness
• The effects of the internet on language and communication
• The role of the internet in promoting and suppressing diversity and inclusivity
• The impact of the internet on the economy and job market
• The use of the internet for virtual reality and augmented reality experiences
• The role of the internet in promoting and suppressing entrepreneurship and innovation
• The impact of the internet on healthcare and access to medical information
• The effects of the internet on environmental sustainability and eco-consciousness
• The role of the internet in promoting and suppressing democracy and human rights
• The impact of the internet on the entertainment industry and the distribution of creative content
• The use of the internet for telemedicine and remote healthcare services
• The role of the internet in the future of work and the impact on job security.
• The impact of technology on personal well-being
• The importance of self-care and self-compassion in promoting well-being
• The benefits and challenges of mindfulness and meditation practices
• The role of social connections and community in promoting well-being
• The impact of stress and anxiety on personal well-being
• The benefits and challenges of exercise and physical activity for well-being
• The importance of sleep for overall well-being
• The role of nature and the environment in promoting well-being
• The impact of work-life balance on personal well-being
• The benefits and challenges of spiritual practices and beliefs for well-being
• The importance of relationships and communication skills in promoting well-being
• The role of creative expression in promoting well-being
• The impact of financial stability and financial planning on personal well-being
• The benefits and challenges of volunteering and giving back for well-being
• The importance of play and leisure activities for overall well-being
• The role of personal values and purpose in promoting well-being
• The impact of cultural and societal norms on personal well-being
• The benefits and challenges of therapy and mental health support for well-being
• The importance of self-reflection and personal growth for overall well-being
• The role of humor and laughter in promoting well-being
• The impact of travel and new experiences on personal well-being
• The benefits and challenges of community involvement and activism for well-being
• The importance of healthy boundaries and personal space for overall well-being
• The role of gratitude and positive thinking in promoting well-being
• The impact of media consumption and social media on personal well-being.
• Would you rather have a superpower that allows you to read minds or one that allows you to become invisible?
• Would you rather have a guaranteed job offer after graduation or have the opportunity to travel for a year before starting your career?
• Would you rather have a job where you work with your hands or one where you work with your mind?
• Would you rather have a job where you work independently or one where you work closely with others?
• Would you rather have a job that is physically demanding or one that is mentally demanding?
• Would you rather have a job with a lot of responsibility or one where you have less responsibility?
• Would you rather have a job that allows you to be creative or one that is more structured?
• Would you rather have a job with a set schedule or one that is flexible?
• Would you rather have a job that is fast-paced or one that is more relaxed?
• Would you rather work in an environment that is quiet or one that is more lively and social?
• Would you rather have a job where you have to learn new things constantly or one that is more routine?
• Would you rather work for a small company or a large corporation?
• Would you rather have a job with a set salary or one where you get paid based on performance?
• Would you rather have a job where you can work from home or one where you have to go into the office?
• Would you rather have a job that involves a lot of travel or one where you can stay close to home?
• Would you rather work in a job that allows you to help others or one that primarily benefits yourself?
• Would you rather have a job where you work outdoors or one where you are indoors all day?
• Would you rather have a job where you have to use your creativity or one where you have to use your analytical skills?
• Would you rather work in a job that involves a lot of public speaking or one where you can avoid it?
• Would you rather have a job that involves a lot of physical activity or one where you can sit at a desk?
• Would you rather work in a job that allows you to dress casually or one where you have to dress professionally?
• Would you rather have a job where you work with children or one where you work with adults?
• Would you rather work in a job that involves a lot of math or one where you don’t have to use math?
• Would you rather have a job that is challenging but rewarding or one that is easy but less fulfilling?
• Would you rather work in a job where you have a lot of autonomy or one where you have to follow strict guidelines?
• Would you rather have a job that involves a lot of creativity or one that is more analytical?
• Would you rather have a job where you have a lot of interactions with people or one where you work more independently?
• Would you rather have a job where you work during traditional business hours or one where you work during non-traditional hours?
• Would you rather work in a job where you have to make a lot of decisions or one where you don’t have to make many decisions?
• Would you rather work in a job where you have a set schedule or one where the schedule is more flexible?
• Would you rather have a job where you get to work with animals or one where you don’t?
• Would you rather work in a job where you have a lot of physical contact with others or one where you have less physical contact?
• Would you rather travel to the past or the future?
• Would you rather live without internet or live without air conditioning/heating?
• Would you rather be a superhero or a villain?
• Would you rather have a pet dragon or a pet unicorn?
• Would you rather have the power to read minds or the power to teleport?
• Would you rather always be 10 minutes late or always be 20 minutes early?
• Would you rather have a photographic memory or have the ability to forget anything you want?
• Would you rather be a famous musician or a famous actor/actress?
• Would you rather live in a world without music or a world without movies?
• Would you rather have a personal chef or a personal assistant?
• Would you rather have the ability to speak any language fluently or be a master of every musical instrument?
• Would you rather have the power of super strength or the power of telekinesis?
• Would you rather have a personal chauffeur or a personal trainer?
• Would you rather have the ability to talk to animals or the ability to speak any human language fluently?
• Would you rather be a professional athlete or a successful business owner?
• Would you rather live in a world where everyone can read minds or a world where everyone can fly?
• Would you rather always have to speak in rhyme or always have to sing everything you say?
• Would you rather have the ability to breathe underwater or the ability to fly underwater?
• Would you rather be a character in a romantic comedy or a horror movie?
• Would you rather live in a world where it never stops raining or a world where it never stops snowing?
• Would you rather have a job that pays well but you hate, or a job that pays poorly but you love?
• Would you rather be able to time travel but never come back to the present or be stuck in the present forever?
• Would you rather have the power to heal any illness or have the power to bring the dead back to life?
• Would you rather have the power to control the weather or have the power to control time?
• Would you rather be able to speak every language in the world or be able to communicate with animals?
• Would you rather be able to teleport anywhere in the world or be able to create any object with your mind?
• Would you rather have the power to fly or have the power to become invisible?
• Would you rather be able to travel to any fictional world or be able to bring fictional characters to life?
• Would you rather live in a world with no technology or a world with no nature?
• Would you rather be able to breathe fire or be able to breathe ice?
• Would you rather be a famous author or a famous painter?
• Would you rather have the ability to turn invisible or have the ability to walk through walls?
• Would you rather be able to communicate with the dead or have the ability to see the future?
• Would you rather be able to transform into any animal or have the power to control any animal’s mind?
• Would you rather have a photographic memory or be able to instantly learn anything?
• Would you rather be able to talk to plants or be able to talk to machines?
• Would you rather be a famous scientist or a famous musician?
• Would you rather be able to travel to any point in history or be able to travel to any point in the future?
• Would you rather have the ability to breathe underwater or have the ability to swim as fast as a dolphin?
• Would you rather be able to understand and speak all languages or be able to read minds?
• Would you rather be able to move objects with your mind or have the power of super speed?
• Would you rather be able to create illusions or have the ability to shape shift?
• Would you rather be able to control fire or control water?
• Would you rather have a flying car or a submarine car?
• Would you rather be able to see in the dark or have night vision?
• Would you rather be a famous athlete or a famous chef?
• Would you rather be able to control the internet or control the media?
• Would you rather live in a world with no books or a world with no movies?
• The impact of social media on modern communication
• The importance of mental health awareness
• The benefits and drawbacks of remote work
• The ethics of genetic engineering and gene editing
• The future of renewable energy
• The impact of technology on personal relationships
• The influence of pop culture on society
• The rise of entrepreneurship and the gig economy
• The effect of music on mental health
• The challenges and benefits of multiculturalism
• The impact of climate change on the world
• The ethics of artificial intelligence
• The benefits and drawbacks of virtual reality
• The future of healthcare technology
• The impact of immigration on society
• The role of religion in modern society
• The effect of the internet on democracy
• The ethics of space exploration
• The future of cryptocurrency and blockchain technology
• The impact of video games on mental health
• The benefits and drawbacks of social welfare programs
• The role of the media in shaping public opinion
• The impact of aging populations on society
• The ethics of genetically modified foods
• The future of artificial organs and transplants
• The influence of fashion on culture
• The role of the family in modern society
• The impact of automation on the job market
• The benefits and drawbacks of a cashless society
• The future of augmented reality
• The ethics of human cloning
• The influence of celebrities on society
• The role of sports in society
• The impact of poverty on education
• The benefits and drawbacks of nuclear power
• The future of self-driving cars
• The ethics of assisted suicide and euthanasia
• The impact of urbanization on the environment
• The influence of social class on opportunities
• The role of government in shaping society
• The impact of income inequality on society
• The benefits and drawbacks of renewable energy subsidies
• The future of 3D printing
• The ethics of animal rights and animal welfare
• The influence of social norms on behavior
• The role of community service in society
• The impact of cyberbullying on mental health
• The benefits and drawbacks of universal basic income
• The future of smart homes and the internet of things
• The ethics of censorship and free speech
• The influence of the beauty industry on self-esteem
• The role of volunteerism in society
• The impact of natural disasters on communities
• The benefits and drawbacks of gun control
• The future of space tourism
• The ethics of organ donation
• The influence of technology on physical fitness
• The role of charity in society
• The impact of sexual harassment on mental health
• The benefits and drawbacks of mandatory voting
• The future of sustainable agriculture
• The ethics of privacy in the age of social media
• The influence of stereotypes on behavior
• The role of philanthropy in society
• The impact of substance abuse on society
• The benefits and drawbacks of open borders
• The future of space colonization
• The ethics of embryonic stem cell research
• The influence of peer pressure on decision-making
• The role of activism in society
• The impact of human trafficking on communities
• The benefits and drawbacks of mandatory military service
• The ethics of animal captivity in zoos and aquariums
• The influence of gender roles on society
• The role of social support networks in mental health
• The impact of addiction on families
• The benefits and drawbacks of free college education
• The future of renewable materials and sustainable fashion
• The ethics of surrogacy and reproductive technology
• The influence of cultural appropriation on society
• The role of forgiveness in healing relationships
• The impact of cyberstalking and online harassment
• The benefits and drawbacks of renewable energy storage solutions
• The future of space debris management
• The ethics of animal research and testing
• The influence of beauty standards on body image
• The role of mindfulness and meditation in mental health
• The impact of homelessness on communities
• The benefits and drawbacks of mandatory vaccination policies
• The future of smart cities and urban planning
• The ethics of biohacking and DIY biology
• The influence of language on culture and identity.

This article was originally written August 2022, and was updated July 2023 to be even more helpful.

Colin is a Content Marketer at Thinkific, writing about everything from online entrepreneurship & course creation to digital marketing strategy.

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85+ Interesting Topics For Discussion For Online Engagement

Jane Ng • 13 Mar 2024 • 11 min read

Spark conversations anywhere!  Need refreshing interesting topics for discussion for work, class, or casual get-togethers? We’ve got you covered.

We’ve got the tips to foster connections within your virtual community, initiate conversations during online lessons, break the ice in meetings, or to engage in Q&A sessions or debates with your audience.

Whatever your purpose is. Look no further! This is a list of 85+ interesting topics for discussion that cover various subjects, for examples hypothetical situations, technology, gender, ESL, and many more!

These thought-provoking topics not only promote active engagement but also establish meaningful connections and stimulate critical thinking among participants. Let’s delve into this treasure trove of conversation starters and ignite engaging discussions.

Table of Contents

• For Hypothetical Situations
• Interesting Technology Topics
• About Environment
• ESL Discussion Ideas
• Gender Topic Discussion
• Chemistry Lesson
•  Supercharge class engagement
• Thought-provoking questions

Interesting topics to learn about

Discussion questions examples.

• How Do You Write A Discussion Question?
• How to Host a Discussion Session Successfully

Key Takeaways

Frequently asked questions.

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Discussion Questions About Hypothetical Situations

• What would you do if you could go back in time and stop your mother from doing something wrong?
• Imagine a world without electricity. How would it impact communication and relationships?
• What would happen if everyone’s dreams became public knowledge?
• What if the social class was not determined by money or power but by kindness?
• What would happen if gravity suddenly disappeared for an hour?
• What if you woke up one day with the ability to control everyone’s mind? How would it change your life?
• Imagine a scenario where everyone’s emotions were visible to others. How would it impact relationships and society?
• If you woke up tomorrow morning and were the CEO of a global corporation, which corporation would you choose?
• If you could invent a superpower, what would you want? For example, the ability to make others laugh and cry at the same time.
• If you had to choose between free ice cream for life and free coffee for life. What would you choose and why?
• Imagine a scenario where education was entirely self-directed. How would it affect learning and personal growth?
• If you had the power to change one aspect of human nature, what would you alter and why?

👩‍🏫 Explore 150++ Insane Fun Debate Topics to dive into a world of thought-provoking debates and unleash your wit and creativity!

Discussion Questions About Technology

• How has technology influenced the entertainment industry, such as music, movies, and gaming?
• What are the potential consequences of increased automation and artificial intelligence on the job market?
• Should we issue a ban on ‘deep fake’ technology?
• How has technology changed the way we access and consume news and information?
• Are there any ethical concerns surrounding developing and using autonomous weapons systems?
• How has technology impacted the field of sports and athletic performance?
• How has technology affected our attention spans and ability to focus? 
• What are your thoughts on the impact of virtual reality (VR) and augmented reality (AR) on various industries and experiences?
• Are there any ethical concerns surrounding using facial recognition technology in public spaces?
• What are the advantages and disadvantages of online learning compared to traditional classroom education?

Discussion Questions About The Environment

• How can we tackle water scarcity and ensure clean water access for everyone?
• What are the consequences of overfishing for marine ecosystems and food security?
• What are the consequences of unchecked urbanization and urban sprawl on the environment?
• How do public awareness and activism contribute to positive environmental change?
• What are the effects of ocean acidification on marine life and coral reefs?
• How can we promote sustainable practices in the fashion and textile industry?
• How can we promote sustainable tourism and minimize negative impacts on nature?
• How can we encourage businesses to adopt environmentally friendly practices and reduce their environmental impact?
• How does sustainable urban planning contribute to eco-friendly cities?
• What are the advantages and disadvantages of renewable energy compared to fossil fuels?

Discussion Questions ESL

Here are 15 interesting topics for discussion for ESL (English as a Second Language) learners:

• What is the most challenging thing about learning English for you? How do you overcome it?
• Describe a traditional dish from your country. What are the main ingredients?
• Describe a traditional dish of your country that you love very much but most foreigners cannot eat.
• Do you enjoy learning about other cultures? Why or why not?
• How do you like to keep fit and stay healthy?
• Describe a time when you had to solve a problem. How did you approach it? 
• Do you prefer living in the countryside or near the beach? Why?
• What are your goals for improving your English in the future?
• Share a favorite quote or saying that inspires you.
• What are some important values or beliefs in your culture?
• What is your opinion on social media? Do you use it often?
• Share a funny or interesting story from your childhood.
• What are some popular sports or games in your country?
• What is your favorite season? Why do you like it?
• Do you like to cook? What is your favorite dish to prepare?

🏴󠁧󠁢󠁥󠁮󠁧󠁿 Read more on 140 Best English Topics For Discussion to expand your language skills and broaden your horizons!

Discussion Questions About Gender

• How does gender identity differ from biological sex?
• What are some stereotypes or assumptions associated with different genders?
• How has gender inequality affected your life or the lives of people you know?
• How does gender impact relationships and communication between people? 
• In what ways does the media influence our perception of gender roles?
• Discuss the importance of consent and respect in relationships, regardless of gender.
• What are some ways in which traditional gender roles have changed over time?
• How can we encourage boys and men to embrace emotions and reject toxic masculinity?
• Discuss the concept of gender-based violence and its impact on individuals and communities.
• Discuss the representation of gender in children’s toys, media, and books. How does it influence children’s perceptions?
• Discuss the impact of gender expectations on mental health and well-being.
• How does gender influence career choices and opportunities?
• What are the challenges faced by transgender and non-binary individuals in accessing appropriate healthcare?
• How can workplaces create inclusive policies and practices that support individuals of all genders?
• What steps can individuals take to be allies and advocates for gender equality?
• Discuss the representation of women in leadership positions and the importance of gender diversity in decision-making.

Discussion Questions Lessons In Chemistry

Here are 10 interesting topics for discussion about “ Lessons in Chemistry ” by Bonnie Garmus to facilitate conversations and explore various aspects of the book:

• What initially drew you to “Lessons in Chemistry”? What were your expectations?
• How does the author explore the book’s complexities of love and relationships?
• What are some of the conflicts faced by the characters, both internal and external?
• How does the book address the concept of failure and resilience?
• Discuss the depiction of societal expectations placed on women in the 1960s.
• How does the book explore the concept of identity and self-discovery?
• How does the book tackle the issue of sexism in the scientific community?
• What are some of the unresolved questions or ambiguities in the book?
• What are some of the societal expectations imposed on the characters in the book?
• What are some of the lessons or messages that you took away from the book?

Discussion Questions For High School Students 

• Is it necessary to include personal finance education in the curriculum?
• Do you think social media platforms like TikTok contribute to the stigma surrounding mental health? Why or why not?
• Should schools provide free menstrual products for students?
• How can social media platforms like Instagram be used as a tool to raise awareness about mental health issues?
• What are some potential dangers or challenges of relying on influencers or TikTokers for mental health advice or support?
• How can high schools and educators encourage critical thinking and media literacy skills among students when it comes to consuming mental health content on social media platforms?
• Should schools have stricter policies regarding cyberbullying?
• How can schools promote a positive body image among students?
• What is the role of physical education in promoting a healthy lifestyle?
• How can schools effectively address and prevent substance abuse among students? 
• Should schools teach mindfulness and stress management techniques?
• What is the role of student voice and representation in school decision-making? 
• Should schools implement restorative justice practices to address disciplinary issues?
• Do you think the concept of “influencer culture” is influencing societal values and priorities? How?
• What are some ethical considerations surrounding sponsored content and product endorsements by influencers?

🎊 Want to supercharge your classroom engagement?  Explore these tips to create dynamic and interactive lessons! 🙇‍♀️

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Thought-provoking questions about diversity for students (All ages)

Elementary school (ages 5-10).

• What makes your family special? What are some traditions you celebrate?
• If you could have a superpower to make the world a kinder place, what would it be and why?
• Can you think of a time when you saw someone treated differently because of their appearance?
• Pretend we can travel to any country in the world. Where would you go and why? What might be different about the people and places there?
• We all have different names, skin colours, and hair. How do these things make us unique and special?

Middle School (Ages 11-13)

• What does diversity mean to you? How can we create a more inclusive classroom/school environment?
• Think about your favorite books, movies, or TV shows. Do you see characters from different backgrounds represented?
• Imagine a world where everyone looked and acted the same. Would it be interesting? Why or why not?
• Research a historical event or social justice movement related to diversity. What lessons can we learn from it?
• Sometimes people use stereotypes to make assumptions about others. Why are stereotypes harmful? How can we challenge them?

High School (Ages 14-18)

• How do our identities (race, gender, religion, etc.) shape our experiences in the world?
• What are some current events or issues related to diversity that you find important? Why?
• Research a diverse community or culture different from your own. What are some of their values and traditions?
• How can we advocate for diversity and inclusion in our communities and beyond?
• The concept of privilege exists in society. How can we use our privilege to uplift others and create a more equitable world?

The world is full of fascinating things to learn about! Here are a few categories to get you started:

• History:  Learn from the past and to explore the stories of different civilizations, from ancient empires to recent events, to learn about political movements, social changes and scientific discoveries.
• Science:  Explore the natural world and how it works. From the tiniest atoms to the vastness of space, there’s always something new to discover in science. The subjects include biology, chemistry, physics and astronomy.
• Art and Culture:  Learn about different cultures around the world, their art, music, literature, and traditions, also to explore different art movements throughout history, from classical art to modern and contemporary art .
• Languages:  Learning a new language is always beneficial, to open up a whole new world of communication and understanding. This is a great way to learn more about the culture associated with that language.
• Technology is constantly changing the world. Learning about technology is to understand how things work and how to use them to your advantages.
• Personal Development to improve yourself as a person. This subject includes psychology, communication skills, time management, and many more.

Several discussion question types can be used to engage participants in meaningful conversations. Here are some examples:

Open-ended Questions

• What are your thoughts on […]?
• How do you define success in […]?

🙋 Learn more: How to ask open-ended questions?

Hypothetical Questions

• If you could […], what would it be and why?
• Imagine a world without […]. How would it impact our daily lives?

Reflective Questions

• What was the most important lesson you learned from […]?
• How has your perspective on […]?

Controversial Questions

• Should […] be legalized? Why or why not?
• What are the ethical implications of […]?

🙋 Learn more: Top 70 Controversial Debate Topics For Critical Thinkers

Comparative Questions

• Compare and contrast […] with […].
• How does […] differ from […]?

Cause and Effect Questions

• What are the consequences of […] on […]?
• How does […] impact […]?

Problem-Solving Questions

• How can we address the issue of […] in our community?
• What strategies can be implemented to […]?

🙋 Learn more: 9 Creative Problem Solving Examples to Solve Real Interview Questions

Personal Experience Questions

• Share a time when you had to […]. How did it shape you?

Future-oriented Questions

• What do you envision as the […] in the next decade?
• How can we create a more sustainable future for […]?

Value-based Questions

• What are the core values that guide your […]?
• How do you prioritize […] in your life?

These are just a few examples of the types of discussion questions. You can refer to 140 Conversation Topics That Work In Every Situation to facilitate engaging and thought-provoking conversations in various settings.

Writing A Discussion Question

Here are some steps to help you write a discussion question that stimulates thoughtful dialogue, encourages exploration of ideas, and leads to a deeper understanding of the topic at hand.

• Define the objective: Clarify the purpose of the discussion. What do you want participants to think about, analyze, or explore through the conversation?
• Choose a relevant topic: Select a topic that is interesting, meaningful, and relevant to the participants. It should spark curiosity and encourage thoughtful discussion.
• Be clear and concise: Write your question clearly and concisely. Avoid ambiguity or complex language that may confuse participants. Keep the question focused and to the point.
• Encourage critical thinking: Craft a question that stimulates critical thinking and analysis. It should require participants to evaluate different perspectives, consider evidence, or draw conclusions based on their knowledge and experiences.
• Examples of close-ended questions
• Avoid leading or biased language: Make sure that your question is neutral and unbiased. 
• Consider context and audience: Tailor your question to the specific context and the participants’ background, knowledge, and interests. Make it relevant and relatable to their experiences.

Also, you can learn more about How to Ask Questions to apply in specific situations and have techniques to have good questions.

Hosting A Discussion Session Successfully

With just one click, you can spark illuminating discussions and get real-time feedback from your audience by hosting a live Q&A session with AhaSlides! Here are how it can help create a successful discussion session:

• Real-time interaction: Address popular topics on the fly, pass the mic to let others chime in, or upvote the best responses.
• Anonymous participation: Encourage more honest and open participation where participants can submit their ideas anonymously.
• Moderation capabilities: Moderate the questions, filter out any inappropriate content, and select which questions to address during the session.
• Post-session analytics: AhaSlides can help you export all the questions received. They allow you to review engagement levels, question trends, and participant feedback. These insights can help you evaluate the success of your Q&A session and electrify your next presentation

Above are 85+ interesting topics for discussion that are essential for cultivating engaging conversations and promoting active participation. These topics serve as catalysts for meaningful interactions, covering a wide range of subjects such as hypothetical situations, technology, the environment, ESL, gender, chemistry lessons, and topics suitable for high school students. 

Also, if you’re looking for inspiration for your next topic, don’t forget AhaSlides can help with:

What are some good discussion questions? 

Open and thought-provoking discussion questions encourage participants to share their insights and perspectives.  For examples: – How has gender inequality affected your life or the lives of people you know? – How can social media platforms like Instagram be used to raise awareness about mental health issues?

What are the leading questions in discussions?

Leading questions are questions that steer participants toward a specific answer or opinion. They are biased and can limit the diversity of responses in a discussion.  It’s important to avoid leading questions and foster an open and inclusive environment where diverse viewpoints can be expressed.

How do you write a discussion question? 

To write an effective discussion question, consider the following tips: – Define the objective – Choose a relevant topic – Be clear and concise – Encourage critical thinking – Open-ended format – Avoid leading or biased language – Consider context and audience

A writer who wants to create practical and valuable content for the audience

More from AhaSlides

Facilitating asynchronous online discussions

How this will help:

Group dynamics are a key part of facilitating meaningful discussions with students, both face to face and online. For this collaborative space to exist online, the instructor must know how to read the group using only written communication. Large and small group discussions are possible to conduct in distance education and they require a skilled facilitator.

In a face-to-face class, group discussions are frequently used to encourage students to encourage connection and critical thinking. Asynchronous discussions are used similarly in online courses. The goal of any discussion is for learners to engage in reflection, investigation, and application of core course concepts. Discussions are also an excellent way to build a classroom community through interaction with peers and you as the instructor. In addition, they act as a way to assess how well students are progressing in the content. Tools to host asynchronous discussions may include Canvas, Piazza, Annotate and more. If you aren’t familiar with the mechanics of a discussion board, we’d recommend you start with some technical resources.

Depending on how the course was designed, discussions can take different forms. Some courses have a single weekly discussion topic, or multiple topics. These discussions can be organized in forums for better management and to keep learners focused on a particular subject. If you are working in this course as a facilitator, it’s likely that your discussion prompts have already been designed prior to the course starting. If this is a new course for you, a great place to start is to familiarize yourself with the overall structure and cadence of how discussions may be used in the course.

Discussions can be used for various instructional purposes and formats, such as:

• Small breakout discussions where students work together to answer a critical question as a group assignment.
• Students posting their individual responses to a question, and in turn responding to two or three other students.
• Using an annotation tool, students collaboratively read an article. They can then collaboratively comment on areas of the article.
• You have created a thread in the discussion board where you answer frequently asked questions for the week.
• There is a guest speaker this week! They join your discussion board to interact with the students in a Q&A format.
• Each student has a private discussion thread that they use as a journal for the course.

Facilitating meaningful online discussions is rooted in creating a climate of respect, encouraging student exploration, and instructor presence. The four major principles below outline how to foster an online environment that is supportive of meaningful discussions.

Principles for cultivating successful discussions

• Create cultural norms (netiquette, rubrics, introductions): In a face-to-face setting, you may use a combination of explicit techniques to create a climate in your classroom (statements in your syllabus, in-class verbal descriptions), but there are also implicit norms that are shaped through interpersonal interaction both between students and between student-instructor. Because the implicit norms are harder to capture in the beginning of an online course, it’s a good idea to find ways to make all expectations clear at the start of the course. Social norms can also be crowd-sourced with students – this can be a great way to build a community and help give participants a sense of ownership in the course. Model the type of behavior you want students to demonstrate – if you are looking for students to be reflective in their posts, demonstrate what that should look like in a post of your own.
• Be explicit about your expectations for the learning environment you are hoping to create. This includes formal and informal communications. What title should students use for you? How will you refer to students?
• Specify spaces and forms for formal and informal communications. Create a discussion forum for off-topic conversations for (and with) students, and direct conversations there if necessary.
• Model the behavior you want students to exhibit.
• While we frequently jump to critique when reading others’ writing, keep in mind that particularly in a discussion, critique alone can disrupt the flow of a conversation. In addition, discussion boards are public to all students. Save strong critiques for private correspondence. 
• Use students’ names. It may seem like a small thing, but referring to a learner by name can help build community and establish your presence in a course.
• While you find that you enjoy an active participation in a discussion thread, consider your role as a facilitator to connect students to each other, rather than you as the expert voice.
• See more in Discussion Board Challenges.
• Create interactions to encourage critical thought: Like a face-to-face discussion, the purpose of discussions are often to push students’ thinking deeper and more critically about a topic. As the facilitator of an online discussion, you will have access to every participating student’s written thoughts on a topic.

Some tips :

• Find ways to connect students in the forum. If you notice that two students had complementary or conflicting points, connect them to spark conversation. For example: “B, I noticed that your perspective on Vygotsky’s learning theory highlights a different area than W’s. How would you respond to W’s critique of the theory?”

Practical tips

• This could be a first-time online experience for many participants. Make sure that both you and your students are comfortable using the discussion board. It can be really helpful to have a practice post. An introductory post from students at the beginning of the course can help troubleshoot technical issues in a low-stakes format. 
• Be clear with students about how much interaction you as the instructor will provide each week. Responding to every student posting in every discussion is oftentimes unrealistic. In a face-to-face class you wouldn’t be able to monitor every small group discussion. Instead, come up with a predictable strategy for participants. It may be to respond to one third of the class each week, or to engage with 2-3 small groups.
• Create a rubric for students so they understand what you expect from their weekly posts. Rubrics and requirements help guide students’ work and give an outline for what best practices are. Are these posts formal and require a specific citation style? Are students allowed (and/or encouraged) to contribute their less formal thoughts as well? Include a rubric for student responses as well.
• Online discussions can involve a significant time investment. Since the nature of distance learning is to be ‘on’ 24/7, it is important to structure time dedicated to participating in the discussion board. See more information on time management for facilitation .
• Save in a separate document common responses you might give – you can personalize them later, but will save you the time of re-writing common pieces of text.
• If time constraints are great a particular week, email a weekly summary or use office hours to acknowledge and comment on the discussion more broadly.
• In posts to participants, use their names and requested pronouns.
• Create a discussion section for off-topic conversations. Encourage learners to talk about non-classroom topics or even post a weekly off-topic conversation to connect students.
• In a weekly email or announcement, summarize highlights from the previous week’s discussion and preview what is coming up. You might even consider noting interesting threads to encourage students to visit.
• Be creative and personable in responses to students.
• This may seem obvious, but good questions can make a big difference. See Crafting Discussion Questions for more.
• Check out this infographic on the roles of a facilitator!

University of Michigan

LSA- Engaging students in online discussion

Other Resources

Carlton College – Activities to set classroom discussion environment

Educause- 10 tips for effective online discussions

University of Maine Systems- Facilitating online discussions

Alrushiedat, N., & Olfman, L. (2012). Anchored asynchronous online discussions: Facilitating participation and engagement in a blended environment. Proceedings of the Annual Hawaii International Conference on System Sciences . https://doi.org/10.1109/HICSS.2012.113

Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? the effect of instructor intervention on student participation in online discussion forums. Computers and Education , 40 (3), 237–253. https://doi.org/10.1016/S0360-1315(02)00129-X

Richardson, J. C., Caskurlu, S., & Ashby, I. (2018). Facilitating your own discussions [PDF file]. Retrieved from https://www.purdue.edu/innovativelearning/supporting-instruction/portal/files/8_Discussion_Board_Facilitation.pdf

Rovai, A. P. (2007). Facilitating online discussions effectively. Internet and Higher Education . https://doi.org/10.1016/j.iheduc.2006.10.001

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• Teaching Tips

The Ultimate Guide to Facilitating Classroom Discussions

Get proven strategies, effective techniques and practical tips to facilitate vibrant and enriching classroom discussions in this ultimate guide

Top Hat Staff

Facilitating engaging and meaningful classroom discussions is a fundamental aspect of higher education teaching. Class discussions provide a valuable opportunity for students to actively participate, critically analyze ideas, and develop their communication skills. However, creating an environment that encourages open dialogue and fosters productive discussions can be a challenging task for educators. In this ultimate guide, we will delve into proven strategies, effective techniques, and practical tips that will empower higher education instructors to facilitate vibrant and enriching classroom discussions, with an understanding of how to improve classroom discussions.

Whether you are a seasoned educator looking to refine your discussion strategies or a new instructor seeking guidance on how to kick-start in-class discussion activities, this guide will provide you with valuable insights. We will explore various aspects of facilitating classroom discussions, including setting the stage for productive discourse, preparing for effective discussions, implementing classroom discussion strategies, and enhancing the overall discussion experience for both instructors and students. By following the strategies outlined in this guide, you will be equipped with the tools necessary to create a dynamic learning environment where students actively engage, learn from one another, and develop critical thinking skills that extend far beyond the classroom walls.

Setting the Stage for Productive Classroom Discussions

Creating an atmosphere conducive to fruitful classroom discussions is crucial for student engagement and participation. Here are some strategies to consider:

1. Establishing Ground Rules

To promote respectful and inclusive discussions, one important class discussion strategy is to establish clear expectations and guidelines. Discuss with your students the importance of active listening, speaking respectfully, and challenging ideas rather than individuals. Encourage them to embrace diverse perspectives and create a safe space where everyone feels comfortable sharing their thoughts.

2. Building Rapport and Trust

Nurture a supportive classroom environment where students feel valued and respected. Take the time to learn their names, demonstrate a genuine interest in their ideas, and provide constructive feedback. Encourage collaboration and emphasize the notion that everyone’s contributions are valuable. When students trust that their voices will be heard and respected, they will be more likely to actively participate in discussion strategies in the classroom.

3. Icebreaker Activities

Commence each discussion strategy example with icebreaker activities to help students feel more comfortable sharing their thoughts. These activities can be as simple as a quick classroom discussion strategy or thought-provoking questions related to the topic at hand. Icebreakers not only help students become acquainted with one another but also establish a positive and welcoming atmosphere that sets the tone, serving as a great strategy to engage students in classroom discussions.

4. Setting Clear Learning Objectives

Clearly communicate the learning objectives for each discussion session as a group discussion facilitation technique. When students understand the purpose and desired outcomes, they can better focus their contributions and actively engage with the material. Share with them the skills they will develop through participation in discussions, such as critical thinking, effective communication, and the ability to consider multiple perspectives.

By setting the stage for classroom discourse strategies and activities through ground rules, building rapport, incorporating icebreakers, and defining clear learning objectives, you create an environment that encourages open dialogue and active engagement. In the next section, we will explore effective discussion strategies for preparing and structuring instructional strategies and classroom discussions to achieve the desired learning outcomes.

Preparing for Effective Classroom Discussions

To ensure productive and engaging classroom discussions, adequate preparation is key. Here are some steps to consider:

1. Define Discussion Goals

Before each discussion session, establish clear objectives aligned with the course curriculum and learning outcomes. What specific knowledge, skills, or perspectives do you want students to gain from the discussion? Clearly communicate these goals to students, so they understand the purpose and relevance of the upcoming student-led discussion strategies or whole-class discussion strategies.

2. Selecting Discussion Topics

Choose topics that are relevant, thought-provoking, and aligned with the course objectives. Consider incorporating real-world examples, current events, or controversial issues that will captivate students’ interest and stimulate lively discourse. Aim for a balance between challenging topics that require critical thinking and topics that relate directly to students’ experiences and interests.

3. Preparing Discussion Prompts

Craft classroom discussion starters that encourage critical thinking, reflection, and the exploration of multiple perspectives. Avoid questions with definitive answers, as they may hinder discussion. Instead, pose questions that spark intellectual curiosity, challenge assumptions, or require students to apply course concepts to real-world scenarios. Provide students with clear instructions and guidelines for responding to the prompts to help illustrate why class discussions are important.

4. Resource and Material Preparation

Gather relevant resources, such as articles, case studies, multimedia materials, or primary sources, to support the discussion topic. Share these resources with students in advance, allowing them sufficient time to review and analyze the material. Encourage students to come prepared with notes or questions, fostering a deeper engagement with the topic and facilitating more meaningful discussions.

5. Structuring Discussion Time

Consider the time allocation for discussions carefully. Determine whether the discussion will take place during a single class session or be spread across multiple sessions. If time is limited, plan for focused and concise discussions. If discussions span multiple sessions, create a clear structure or agenda to guide the flow of conversation and ensure that all important points are covered. Top Hat’s classroom discussion tool sparks conversations, where students are encouraged to share their ideas in multiple ways, regardless of class size.

6. Anticipating Challenges and Preparing Strategies

Reflect on potential challenges that may arise during discussions, such as student reticence, dominance by a few individuals, or tangential conversations. Develop strategies to address these challenges, such as incorporating think-pair-share activities to encourage participation, assigning roles or responsibilities to students, or using gentle prompts to refocus the discussion. Being proactive in addressing potential obstacles will help maintain a productive and inclusive discussion environment.

By carefully preparing for classroom discussions by defining goals, selecting relevant topics, crafting discussion prompts, gathering resources, structuring discussion time, and anticipating challenges, you can maximize the potential for productive and engaging exchanges among your students. In the next section, we will explore effective strategies and techniques for implementing classroom discussions to enhance student learning and participation.

Effective Strategies for Classroom Discussions

Employing a variety of discussion strategies can promote active participation, critical thinking, and collaborative learning. Here are several proven techniques to enhance your classroom discussions:

1. Think-Pair-Share

The think-pair-share strategy encourages active engagement and peer learning. Begin by posing a thought-provoking question or prompt. Give students a few moments to individually reflect and generate their ideas. Then, have them pair up with a classmate to discuss their thoughts. Finally, invite pairs to share their ideas with the whole class. This strategy fosters deeper thinking, builds confidence, and provides opportunities for students to learn from one another.

2. Socratic Seminars

Inspired by the Socratic method , this student-led discussion strategy promotes critical thinking and analysis. Select a specific text, case study, or concept as the focus of the seminar. Assign students different roles, such as discussion leader, devil’s advocate, or summarizer, to ensure active participation and a variety of perspectives. Encourage students to pose thoughtful questions, challenge each other’s ideas respectfully, and construct well-supported arguments. As the facilitator, your role is to guide the discussion, ask probing questions, and ensure that all voices are heard.

3. Fishbowl Discussions

The fishbowl discussion technique creates a dynamic learning experience by providing students with an opportunity to observe effective discussion strategies. Arrange chairs in two concentric circles. Select a small group of students to sit in the inner circle as active participants in the discussion while the rest of the class sits in the outer circle as observers. The inner circle engages in the discussion while the outer circle listens attentively. After a set period, the roles can be reversed. This technique allows students to witness effective discussion skills, observe different perspectives, and learn from their peers.

4. Jigsaw Technique

The jigsaw technique encourages collaborative learning and deepens understanding of complex topics. Divide a challenging topic or problem into smaller subtopics and assign each subtopic to a small group of students. Within their groups, students become experts on their assigned subtopic through research and discussion. Afterward, regroup the students, ensuring representation from each initial group, and have them share their findings. This strategy promotes collaboration, allows for comprehensive coverage of the topic, and encourages students to consider multiple perspectives.

5. Incorporating Visual Tools and Technology

Visual tools and technology can enhance classroom discussions by facilitating engagement and interaction. Use whiteboards, interactive displays, or digital tools to capture and organize student ideas during discussions. Online discussion boards, collaborative platforms, or polling applications can extend classroom discussions beyond the physical space, enable asynchronous participation, and promote active engagement.

Remember, it is crucial to select the most appropriate strategy for your learning objectives, the nature of the topic, and the dynamics of your class. Experiment with different techniques, adapt them to suit your specific context and encourage student feedback to continually refine your approach.

In the next section, we will explore additional methods for enhancing classroom discussions by integrating technology, incorporating role-playing, and incorporating reflective practices.

Enhancing Classroom Discussions

To further enrich the classroom discussion experience and maximize student engagement, consider the following strategies:

1. Integrating Technology

Embrace technology tools that can enhance classroom discussions that engage all students. Online platforms, such as discussion forums, video conferencing, or collaborative document sharing, can provide opportunities for students to engage in discussions beyond the confines of the physical classroom. These tools allow for asynchronous participation, encourage thoughtful responses, and enable students to build on one another’s ideas. Additionally, multimedia resources, interactive presentations, or online polling tools can help stimulate discussions and make them more dynamic and engaging. Top Hat’s discussion features allow students to Incorporate video, images or good old-fashioned plain text to spark lively conversations and drive the debate.

2. Role-Playing and Simulations

Incorporate role-playing and simulations to immerse students in real-world scenarios and encourage active participation. Assign students specific roles or characters related to the topic of discussion and have them engage in structured debates, negotiations, or problem-solving activities. This technique promotes critical thinking, empathy, and understanding of multiple perspectives. It also provides a safe space for students to explore different viewpoints and develop their communication and teamwork skills.

3. Reflective Practices

Integrate reflective practices into your classroom discussions to deepen learning and enhance metacognition. Encourage students to reflect on their own contributions, the quality of their arguments, and the effectiveness of their communication skills. Provide opportunities for students to journal or write post-discussion reflections, allowing them to consolidate their learning and identify areas for improvement. Reflection prompts can include questions about what they learned from their peers, how their perspectives evolved, and what strategies they found most effective.

4. Cultivating a Supportive Feedback Culture

Foster a culture of constructive feedback within your classroom discussions. Encourage students to provide feedback to their peers, focusing on the substance of their arguments and the clarity of their communication. Model and reinforce constructive feedback by providing your own comments and suggestions. This feedback culture promotes critical thinking, fosters a sense of community, and helps students refine their communication skills. 

5. Assessing and Recognizing Participation

Implement fair and transparent assessment methods to recognize and evaluate student participation in classroom discussions. Consider criteria such as frequency and quality of contributions, active listening skills, and the ability to build on others’ ideas. Provide timely feedback to students, emphasizing their strengths and areas for improvement. Recognize and celebrate exemplary contributions to encourage ongoing engagement and active participation. Every interaction in Top Hat leads to actionable data you can use to help students and personalize your teaching. Educators can capture results from graded discussions in the Top Hat gradebook, along with quizzes, polls and tests.

By integrating technology, incorporating role-playing, promoting reflective practices, cultivating a supportive feedback culture, and implementing fair assessment methods, you can enhance the quality and impact of your classroom discussions. Remember that flexibility and adaptation are essential; continually assess the effectiveness of your strategies and make adjustments based on student feedback and evolving learning needs.

Facilitating dynamic and meaningful classroom discussions is an art that requires careful planning, a supportive environment, and effective strategies. By implementing the discussion strategies, classroom discourse techniques, and student-led discussion strategies outlined in this ultimate guide, you can foster engaging and transformative learning experiences for your students.

Remember, it’s important to establish ground rules and create a safe space that encourages respectful dialogue. Additionally, adequate preparation, well-crafted discussion prompts, and a variety of discussion strategies will contribute to successful classroom discussions. Don’t shy away from embracing technology and integrating reflective practices to further enhance engagement and learning outcomes.

As an educator, you have the power to create a vibrant and interactive learning environment where students can explore diverse perspectives, challenge assumptions, and develop critical thinking skills. By mastering the art of facilitating classroom discussions, you empower your students to become active participants in their own learning.

So, go ahead and apply these strategies, experiment with different techniques, and continuously seek feedback from your students. With practice and persistence, you will cultivate an environment that fosters rich and engaging classroom discussions, ultimately enriching the learning experience for everyone involved.

Happy facilitating!

Recommended Readings

Educators In Conversation: How to Help Students ‘Do’ Sociology

A 6-Step Exercise for Discussing AI In Education

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6. Effective Online Discussions

Introduction.

This chapter will provide the learner with an overview of online discussion management approaches, pedagogy, best practices, and tactics. It also looks at advanced methods of online discussions that help advance student learning to new levels.

CHAPTER OBJECTIVES

After reading and reviewing this chapter, you should be able to:

• List benefits of online education
• Analyze how online discussions can expand learning opportunities
• Understand how instructor presence can affect discussion quality
• Evaluate a list of strategies that promote high quality online discussions
• Analyze which strategies would work best in your own online discussions
• Learn ways of promoting active, engaging and advanced discussions between the students
• Evaluate methods of pushing student learning in subtle ways
• Analyze Advanced Discussion Methods for creating unique learning experiences

CHAPTER SECTIONS

Benefits of online discussions.

• Instructor Presence
• Strategies for Quality
• Advancing the Discussions
• End of Chapter Resources

Section 1: Benefits of Online Discussions

By Deakin University

Introduction  

There are many benefits to having online discussions even in a face-to-face (f2f) course. From fully f2f to blended to fully online, the students can expand their learning outside the classroom through interactive dialogue with their peers and the instructor. An online discussion is very similar to a f2f talk in that they require moderation and active management by the instructor, preparation time, and summarization of the concepts covered. In this learning guide an online discussion is defined as communication between instructors and students using interactive communication tools. These tools can take many forms, from chat sessions, to discussion forums, to video chat. The value of the online discussion is that even those students who are shy and timid can find the time to express their views, and more in-depth dialogue between students-students can occur.

• Work Quality . If the instructor makes the expectations and requirements clear then, given that students have time to reflect on their discussion contributions before posting, they can offer more resources and interesting facts than they could in a f2f talk on the same topic, thus increasing the quality of the discussions.
• Preparation. In a f2f discussion the students may or may not have prepared or read the material, but in online discussions they always have time to look up the information and study the item prior to posting a response about it, particularly useful for ESL students who may need extra time to prepare in advance of discussions.
• Netiquette . In the new millennium we are all faced with having to learn a whole new set of social communica- tion skills: how to politely discuss topics in the online format. The instructor is integral in helping the students find their online voices and personalities in a polite and socially acceptable manner that is conducive to a warm and inviting learning community for all; a skill the students will use in their personal and professional lives too as technology for communication use expands.
• Writing Skills . If the instructor has high expectations on the quality of the writing that students post, then students will have the opportunity to improve on their writing skills. This can be an essential practice of writing for ESL students.
• Active Management . As the instructor follows student discussion threads, they can see misconceptions or logical errors and fallacies right as they occur and offer the information or guidance students need to stay on the right learning path in class.
• Equal Chances. In a f2f discussion there is limited time for everyone to talk; as soon the class discussion time is over, the discussion is over. The online format is a great place to continue the classroom discussions thus allowing all the students, even the shy or timid, a chance to have their say. This also allows students to participate at the same time in multiple lines of thought (threads) within the same discussion theme.
• Global Connections. Some online course discussions are conducted across different course sections at the same campus, or across several campuses, or even between the same course at two different universities in the same or different countries. These kinds of online global connections allow the students a chance to improve on their cultural perspectives and to network internationally.
• Expanding Classroom Learning . A classroom discussion can only last as long as the class hours allow and may take time away from lectures and other activities that the instructor needs to give to the students. Having online discussions on the course lectures allows the instructor to continue course discussions even once the f2f time is over. It can also be a great way for students to integrate learning from classroom lectures into discussion conducted online.

Many students have said that they write their posts in MS Word first to check for grammar and spelling before posting them to be viewed by other students. When asked why, some said they don’t mind making mistakes when submitting writing to the instructor as he/she is an expert in this area, so is used to seeing errors! When submitting threaded posts in the discussion forum however, they feel their writing should be as flawless as possible so their peers will think well of them. – Triona Finucane

Tweet Chat: #virtuolearn

Look over the listed benefits of online discussions. Which do you feel would most apply to your course and why?

Section 2: Instructor Presence

A commonly held myth is that technology could replace the instructor, or that online learning does not need an instructor. In reality the instructor is as much of a requirement in online learning as in face-to-face (f2f) learning, just in different ways. The role of the instructor changes from a learning guide to a learning facilitator, and the presence of the instructor to support learning in the online delivery mode is essential to student satisfaction.

There is no one-size-fits-all approach to when an instructor should use online discussions, how often, and how much they should interact within the discussions. The instructor should evaluate their students’ needs on a case-by-case basis. For example, how often the instructor ought to reply in the online discussion forums can vary based on a great many factors, such as:

• Level of the students: New students and beginners may require more interaction than higher level or graduate students, who may prefer to lead the discussion themselves and to learn from each other as much as from the instructor.
• Topic : Some topics might require more management and guidance by the instructor than others.
• Discussion type : You will learn of different kinds of discussions that can be utilized, and different ones would require different levels of interaction by the instructor.

What the Research Says  

Research supports two interesting results that could conflict with each other in practice; that instructor presence is key to student satisfaction,and that too much interaction and posting by the instructor in discussions can lead to reduced posting by the students (Wang and Liang, 2011).

Students claim higher satisfaction in courses that have higher instructor presence and availability (Picciano, 2002; Richardson & Swan, 2003;  Shea, Li, & Pickett, 2006;  Blau, 2009).   On the other hand, because the instructor    is considered an authoritarian figure (Rourke & Anderson, 2002), studies have found that the sooner, and more often, an instructor posted in the discussion forums, then the less frequent and shorter were the posts by the students (Dennen, 2005, Mazzolini & Maddison, 2003). Students require some time to start and to feel confident in expressing their views with each other before the instructor begins to interact with them, otherwise they will just reply to the instructor, and not to each other (Wang and Liang, 2011).

Directed Tactics

Wang and Liang (2011) outlined several methods specifically focused on dealing with this dilemma:

• Regulating: The course designer can help regulate student interactions by creating and implementing clear rules and policies related to the discussion board posts and replies. This includes quantitative rules about how often to post, by when, and to whom. It also includes qualitative rules about the content and quality of the posts and replies.
• Inviting: The instructor makes it clear to the student how to contact them for help, guidance, questions, and support on the discussion topics. This can be a separate online forum for building discussions between the instructor and students, which is away from the course topic discussions in which the instructor hopes the students will teach each other. This is often called the ’Virtual Office.’
• Summarizing: The instructor is integral in summarizing the student discussions and going over main points and important conclusions. Putting in direct examples from the discussion is very useful and gives credit to high quality interactions. This helps the students in summarizing their own learning, as well as lets them know clearly that they were being monitored throughout the process.
• Assessing : Formative assessments and feedback help students to improve their performance during the course. Offering feedback on the quality of the posts with examples of expectations helps students to meet the instructor’s expectations and to improve on the quality of their interactions with their peers.
• Counseling : The instructor should let the students know they are there to support them, and be in frequent contact with the student through means other than just the discussion forums.  They can send out updates  by email and give students many ways to contact them, through a special instructor-student Virtual Office discussion forum (as outlined in #2) in the course, by email, phone, chat, in person-to-person office hours, and any other means of communication the instructor is able to offer students.

Avoiding Burnout  

In the f2f classroom, the instructor manages 20+ students in a discussion at the same time, in one hour, and then is done. In the online discussions the conversations can go on longer, expand and break up into multiple conversation lines, and the instructor may begin to feel overwhelmed by the number of replies they need to manage. Here are some tips and tricks to managing online discussions that avoid work overload:

• Save save save! If you write up a thoughtful, well supported and referenced reply on a given topic, chances are you will use it again the next time you teach that same topic and course. Save it in a file to be reused. Save anything you might reuse, and save yourself time in the future.
• Example 1 : Hello John, Jane, Mary and Susan. You have some interesting points about XX, and also about XX. Have you considered XX? What do you think?
• Example 2: Hello John. I see you are discussing the same topic as I replied to Mary with some interesting facts and sources. Check that out, and reply to let us know what you think.
• Set Work Hours . Online discussions are always there. It can invade the rest of your life until you find you are logging into the course far too often. Set specific hours when you will login into your online course and check the discussions, and stick to that schedule. Try to not login outside those set hours to avoid burnout.
• Quality vs. Quantity : Replying to all students in the course with fluff and low quality replies is far less advantageous to their learning than making a few directed, specific, and high quality replies. Make it clear to students that a reply to one student is always open to discussion by the entire class.
• Pick Your Battles. Don’t spend hours writing up a thoughtful, in-depth tutorial, post, or help guide unless you can reuse it with other students in the future; try to find the same thing online already written and give them that link instead. Finally, don’t spend hours on thoughtful feedback for a student’s post where the student very clearly did not spend even five minutes writing it.

Review the directed tactics in this section. Which do you think would be hardest to implement and why? Which do you feel would be most essential?

Section 3: Strategies for Quality

Video: Managing Online Discussions

By The University of New South Wales

Here we provide a list of strategies and methods that help improve the quality of online learning discussions.

Make the Discussion Post Directions Clear and Concise. For example, specify the minimum words or referencing required, and clearly state the due date. Create a high quality discussion question that requires they use critical thinking to integrate course concepts in place of just listing out answers they can copy online.

Make the Value Clear. Explain at the start of the course the reason and value of the discussions, and outline the discussion methods you will use. If students perceive the value they will make them a priority.

Make it Worth Something. If it is not graded,  students are not likely to give  it enough attention.  Discussion  can be an important and integral part of student learning and writing practice. Make both the initial posts and  their participation replies an adequate percent of the total grade. Experts in the field recommend that discussion participation should equal anywhere from 10-30% of the entire grade if students are to take them seriously.

Clearly State Participation Requirements. Many instructors will specify the minimum number of replies each student should make, how many days a week posts and replies should be made on (to show attendance), and the level of quality the reply content should have (meaning replies of just ’I agree’ and nothing more are not counted as participation). It is very useful to give students examples of what a high quality reply should look like. Giving students a grading rubric that outlines what is expected and how they will be graded allows them to meet the instructor’s expectations.

Promote Interactive Feedback: The instructor should outline that substantive feedback is required for participation points (such as replies of ’I Agree’ and nothing more will not constitute a part of graded participation). Note that not all replies will be substantive, and sometimes all we need to say is “Great job, I agree.” Don’t discourage this kind of positive support, just inform students that they must also have a minimum number of substantive replies as well. Giving students examples of what substantive feedback looks like can help them interact at the discussions in an advanced way. Substantive feedback usually includes one or more of the following elements:

•      Asking questions about the original post

•      Pointing out (respectfully) possible errors in the original post, and offering up a source of information on the topic for further discussion

•      Sharing of links, videos, and other online resources on the topic to expand further discussion

•      Sharing of personal experiences relevant to the topic

•      Respectfully disagreeing, and then sharing an alternative viewpoint

•      Using reliable support, facts, and information to support arguments and points

Create a Permanent Discussion Schedule. A professor can schedule regular and consistent start and end dates  of discussions to keep students on track. Setting early due dates on the posts allows students enough time to reply before the end of the discussions. Making the discussion schedule a permanent part of the syllabus allows students to plan their time effectively.

Lead by Example. If you expect students to make posts and replies at least three days of the week, so should the professor as the model. The instructor’s posts should be high quality, referenced, and academic, thus becoming a guide of what is expected.

•      Example : Always make the initial discussion post due on Tuesdays by midnight and the replies due on three days of the week, the final ones in by Sunday night. These permanent due dates week after week help to keep the students organized and able to meet the deadlines.

Alleviate Isolation and Distance. In blended or online learning, students may feel less socially connected to the instructor and course which can lead to higher dropout rates. See the section in this chapter on Building a Learning Community for tips on reducing this.

Encourage Dialogues. Avoid dominating the conversation or telling students ’how it is’ and instead guide learning in appropriate directions through the Advancing Discussion tactics covered in this chapter. Manage dominate students so that timid ones feel they have the space to share.

Appropriate Group Size . Research shows that groups of less than eight people will probably stagnate from lack of interaction, but so too will groups over 15 people as students feel overwhelmed by the number of posts in the forum. If the course numbers allow it, then create smaller discussion groups of 10-15 people. A good tactic is to then employ the ’Cross-pollination’ method discussed in this module.

Mid and End of discussion Summaries. Halfway through a discussion post a review of general conclusions being made by students, as well as to clarify any misconceptions and to keep students on track. Post an end-of-discussion summary to wrap up all of the main points and to make important conclusions the students may not have yet realized.

Align Discussions with Learning Outcomes . Design the discussion questions such that they relate directly back to the course learning outcomes. This way the students are spending their limited time on focused and useful discussions relevant to course learning goals.

In cases where a large majority or most of the students in the course are second-language speakers, this can present a unique challenge for the instructor. The instructor may need to spend a bit more time supporting students in the discussions, or offering summaries of new words and expressions learned via email after the discussions.

The instructor can do pre-discussion work with the students to prepare them for the discussion language needs in advance, such as with a vocabulary exercise, activity, or tutorial on the required vocabulary and expressions that will be required in the upcoming discussions. These tutorials, help sheets, and vocabulary lists can also be posted online in the discussions or learning management system (LMS) where the discussions will take place, allowing for a quick review by students when necessary. Finally, create a glossary of terms in the course, which will be essential so that students can refer often to it when unsure of the language used in the forums.

Review the strategies in this section. Which would best support student learning? How? Which are best suited to your content area in education?

Section 4:  Advancing the Discussions

By Dr. Bonk, Indiana University

As we have read in previous sections, the instructor must find a special balance between being too interactive and not being interactive enough. Following are some indirect ways of pushing and advancing student learning in the discussions without always appearing to be directing them.

Questioning Strategies: There are a variety of questioning strategies, such as Socratic questioning, that allow the instructor to help push student learning in online courses. The idea is that through asking the students specific questions about what they say, they will eventually lead themselves to the right answer. The following research paper covers these strategies in detail.

Lead the Horse to Water: You will quickly note that some students have missed the point, missed a needed conclusion, have a misconception, or just do not know their facts. This could be due to prior learning that is a barrier to them learning new information, due to them just reading an erroneous source online, or because they did not prepare for class. It is important to catch these discussion errors and moderate them early so that other students in the same course are not also erroneously led along the same logical fallacies. The problem, though, always rests in that people do not like to be told they are wrong. If you reply “that is wrong” the student is likely to feel publicly attacked in front of their peers and will either become defensive, or close up and not post anything more. Therefore, there are more subtle and indirect ways of leading the student to the right information without directly telling them.

Example : John writes “Climate change is just a hoax propagated by crazy environmentalists that want to prohibit the smooth running of our economy.”

Problems with the post: Hearsay. Unfounded. Jargon. Not academic. Claims without support. False information contrary to what experts in the field and the textbook say. The issue, though, is that climate change is a sensitive and heated subject. The professor would need to find an innovative indirect way of getting the student to learn the right material on their own because telling them is probably going to make them angry or defensive.

Ways the instructor might reply:

• Hello John. Thank you for your post. You made some claims but did not offer support or facts to back them up. Can you reply to me here with some specific facts and resources to support your points? What does our book say on the topic?
• Hello John. Thank you for your post. I would like to direct you to pg XX in our textbook. Read that page. What does the author say on this topic? What do you think?
• Hello John. Thank you for your post. I think that NASA has some very interesting data concerning climate change. Take a look at this link and tell me what you think? http ://c lima te.n asa. gov/

Create Connections: Reply to student threads with useful resources, information, and relevant topics that help them connect their learning.

• You wrote about X, and at this weblink/online-resource they say X, what do you think?
• This reminds me of. . .
• Did you see that X wrote on this, what did you think of his/her conclusions?
• Go view this X thread, as it relates to what you say here on X. . .
• I see you talked about X, how does that relate to X on pg X of our book?
• See this X thread/link/news as it is relevant to what you say about X. . .

Advanced Discussion Methods to Expand Learning

Following are some advanced techniques for really pushing student learning to new and higher levels of understand- ing. They help take a boring, simple discussion and make it more interesting, fun, interactive, and meaningful for students.

• The instructor may start the students on a simple discussion question that only requires lower levels of thinking, such as knowledge (remembering) and comprehension (understanding) (Bloom’s Taxonomy).
• This starts the discussion on a lower level of learning so that students begin to build their knowledge and thoughts on the topic.
• The instructor posts and emails a summary of that discussion.
• Then a second discussion question, due a few days later, may demand them to integrate and apply the knowledge from the first one in a more complex way.
• Then a third discussion question may advance this learning strategy further, or require them to summarize, integrate, and analyze what they have learned even further.
• Middle East Studies Course: The instructor assigns students to be different country leaders in the Middle East, the students study the politics of their assigned country, and then have an online ’United Nations Peace Conference’ in the discussion forums concerning conflicts over land and water rights.
• Educational Psychology Course : The instructor assigns students to be different famous educa- tional psychologists from different eras and/or disciplines. Students study up on the views and research of their psychologist, and then in the forums ’acts out’ that person’s views on specific questions or debates.
• Environmental Science Course : The instructor creates a role-play about use of pesticides in a small community. Students are given different roles, such as the concerned house mom, the business owner that sells the chemicals, or the corporation manager that exports the chemicals. They then interact through questions and concerns about the chemicals and learn about different stakeholder interests.
• The instructor creates a discussion forum on a given topic, and assigns students to list one fact and one web resource on the topic.
• A few days later, the students might then participate in a second forum in which they summarize the information generated in the first one.
• The students might then be required to complete a project, paper, or essay on the topic using at least three of the things they learned about during the data-driven discussions.
• This scaffolds their learning and also ensures they use more reputable/approved sources of knowl- edge because the instructor had a chance to review them in advance.
• Web 2.0: Many online Web 2.0 tools can be used to create fun and interactive online discussions. For example, Twitter is often used as a live synchronous ’Tweet Chat’ where a question is asked and the participants respond to the hashtag with comments and thoughts.
• The instructor creates a schedule of important key course topics. This could, for example, take the form of one topic per week of the
• The students then sign up during the first week to lead one weekly online
• They are given clear, concise, and precise guidelines on how to prepare for their leadership week. These directions should include a grading rubric outlining how their work and participation will be assessed.
• A week prior to their leadership week, the instructor connects with them either f2f or online to discuss their The student is in charge of designing the weekly discussion question, but the instructor should review it prior to the student posting it.
• On the prescribed week, the student posts the initial discussion question and is then the leader for that topic, helping to guide and advance the discussion. They are expected to show that they are a leader/expert in that particular
• The instructor would moderate and interact as well, but more in the backseat, leaving the student to complete their leadership
• This is an alternative assessment measurement method that can be easily and conveniently assigned to any
• In a blended course the instructor may introduce key discussion topics in the classroom, get the discussion started, and then continue it in the online
• In the learning management system (LMS) for the course, the instructor then creates smaller groups of 5-10 people and has them start on a specific question related to the classroom discussions and lectures. The instructor may even vary the question slightly from group to group so that different people obtain different conclusions and
• Then, after a given time, the instructor changes the groups and puts students into new groups, and continues the same discussion questions, but now with slightly modified group
• The instructor may do this several times, and slowly the ideas of everyone will cross-pollinate across the groups, but done so through smaller learning sessions easier for the students to

Online discussions can just be a place to answer some questions and get some points or they can form a part of a transformative learning process for students to enhance their knowledge of the topic through social learning. In a transformative experience one is forced to question his or her thinking, to integrate new information, and to (hope- fully) create new conclusions and thinking processes that include the newly learned information. Through creating high quality discussion questions that engage students, and asking them to think beyond the normal boundaries they are used to, and then moderating interactive and substantive online discussions, the instructor can help students achieve higher levels of learning both inside and outside the face-to-face classroom.

Review the advanced discussion methods section from the text. Which of the techniques appeals to your teaching philosophy and why? Are some approaches best suited to some learning processes over others, such as inquiry-based learning or project-based learning? Which suit which? Why?

End-of-Chapter Resources

Critical thinking.

• Think of a topic you that would be appropriate for an online discussion. Write down the goals of the unit or activity. Then develop three questions that map directly back to the overall learning goals, and that will help guide your students to comprehensively address the topic.
• Choose two ’directed tactics’ and two ’avoiding burnout’ tactics from this section, and discuss how you might employ each in your course discussions.
• Using the three questions you developed in the first critical thinking question, develop guidelines, policies and a rubric that would help students engage in the discussion and support learning success.

CHAPTER TASK

Chapter Task

Review the Advanced Discussion methods in this chapter. Take your work from the critical thinking questions and expand on it. Use each of the critical thinking questions to guide you though the design of one advanced discussion method to implement into your classroom.

Be sure to include the directions students would need, the grading rubric, resources required, requirements, policies, and other information the students would need to be successful.

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Wang, Y. M., & Chen, D. V. (2008). Essential elements in designing online discussions to promote cognitive presence—A practical experience. Asynchronous Learning Networks , 12(3-4), 157-177.

Wang, Y. M., & Chen, D. V. (2011). Overcoming the dilemma of instructor presence in student-centered online discussions. Journal of Educational Multimedia and Hypermedia (2011), 20(4), 425-438.

• Virtual Learning Design & Delivery. Authored by : Michelle Rogers-Estable, Cathy Cavanaugh, Michael Simonson, Triona Finucane, Andrew McIntosh. Located at : https://www.ck12.org/user:bWVzdGFibGUzN2VkdUBnbWFpbC5jb20./book/Virtual-Learning-Design-and-Delivery/ . Project : Virtual Learning Design & Delivery. License : CC BY-NC: Attribution-NonCommercial

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Group Discussion on E-learning

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Some facts about E-learning:

• India is the second largest e-learning market in the world after the USA.
• It is estimated that distance education sector in India will grow at a Compound Annual Growth Rate of 34 percent by 2018.
• Studies show that productivity and concentration of students increase by 43% when they are referring to the internet for learning.
• In 2016, the mobile learning industry was measured to be $5.3 billion and by the end of 2017 it was estimated to increase to around $12.2 billion.
• E-trainings take around 40-50 % less time than manual training sessions, hence saving time as well as cost of training.
• 70% of the people use their personal devices like laptops and mobiles for work and e-learning. The number is said to increase in 2018.
• E-learning consumed 90% less energy than traditional learning.
• 80% of online learners are under graduate and employed.
• More than 40% of the Fortune 500 companies use some form of e-learning technology.

Possible Group discussion topics on E-learning:

A quote that can be used in group discussion on e-learning:, pros of e-learning:, cons of e-learning:, related topics.

• Business and Economy
• Current Affairs
• Social Issues
• Science and Technology
• General Interest

Online Discussions: Tips for Students

Online discussions can help you prepare for class, learn discussion skills, practice your writing skills, and learn from others. To be successful, you need to translate your face-to-face discussion skills to the online environment. Remember that online discussions are first and foremost dialogues, not writing assignments. The following tips highlight key features of effective online discussion strategies, whether for discussion groups. These are general strategies. Be sure to read and follow your course-specific discussion assignment instructions. 

Writing a post

Review the discussion instructions. .

Your discussion may be more open-ended or there may be specific discussion prompts. In the case when there are specific discussion prompts, read them carefully and respond to all aspects of the prompt. Also, note whether your instructor wants you to include references and, if so, how many.

For more open- ended discussions, complete any of the assigned readings prior to drafting your post. You may be asked to think of a thesis and how to support it. Then read the other postings and see how they support or contradict your idea and write about this. Another strategy is to look for postings that lack evidence and probe for some. You can also turn your thoughts into questions or share alternate viewpoints. Remember, though, that opinions aren’t arguments. Be sure to support what you say with references to course materials or outside sources, such as readings.

Use keywords in your title. 

Online discussions can generate many messages, so you need to consider efficient ways to make your contributions. To help the other participants quickly understand what your post is about, be sure that your title clearly indicates the content that will follow. “My ideas about today’s readings” isn’t nearly as clear as “My opinion on Freud’s theory of mourning and melancholia.” Your title could even summarize the opinion, argument, or question that you raise, like in the following: “Freud’s theory of mourning and melancholia: A false divide.”

Encourage discussion.

If you’re the first to post, strive to encourage discussion. Get others thinking (and writing) by making bold statements or including open-ended questions in your message. Those who post first are most often responded to and cited by others. Remember to check back and see if and how others have responded to your ideas.

Make posts short, clear, and purposeful. 

Review the discussion guidelines for how long your posts should be. If length is not specified, write one to two meaningful paragraphs because long messages are difficult to read online. Another consideration is to make only one main point in each post, supported by evidence and/or an example. Be concise (Vonderwell, 2003). 

Your stance need not be forever. 

It can be intimidating to take a stand on an issue at times, especially when you put it in writing, which we associate with permanence. Remember that you are allowed to change your mind! Simply indicate that with the new information raised in the discussion, you have changed your stance. Learning is about change.

Other practical considerations for discussion board postings 

It can be frustrating to read through a busy discussion forum with lots of posts and replies. Make sure to create new threads if new topics evolve in the discussion. Subscribing to receive email alerts of new postings can help participants keep up with a conversation without checking back into the discussion forum repeatedly. You can configure the tool to receive alerts whenever a new post appears, or receive a daily summary of the posts. 

Responding to other posts

Make the context clear. .

An informative title will help, but also consider including in your reply a quotation from the original message that you’re responding to. If the original message is lengthy, cut out what is not relevant to your response. If the original has many paragraphs, you could place your comments in bold between the paragraphs to give readers the context for your ideas (Vonderwell, 2003).

Add value to the conversation.

Saying “I agree” does not move the discussion forward. Ask yourself why you agree and explain your rationale so that others have something else to respond to (Vonderwell, 2003).

Ask probing questions. 

Consider using the following questions when trying to extend a discussion:

• What reasons do you have for saying that?
• Why do you agree (or disagree) on that point?
• How are you defining the term that you just used?
• What do you mean by that expression?
• Could you clarify that remark?
• What follows from what you just said?
• What alternatives are there to such a formulation? (Roper, 2007)

Feel free to disagree with your classmates. 

To air different perspectives or help others clarify their thinking, you may need to contradict a classmate. Remember to disagree respectfully (no name-calling or obscenities) and support your point with evidence. Do not feel bad about offering a different interpretation. Your contribution should help to make the discussion more productive for all involved.

Work to create group cohesion. 

Discussions are about group learning. When you function well as a group, you will be more open to all the benefits that this type of learning can offer. Give positive feedback to one another, use light humour, avoid comments that could be taken as insulting, use first names, respond promptly to each other, and offer assistance. Also remember the lack of nonverbal and vocal cues in the online environment. You’ll need to label emotions (e.g., “I’m confused about this” or “I feel strongly”) because no one will pick up on how you feel otherwise.

Be aware when postings prompt strong emotional responses.

If you feel very emotional about a message,  wait before responding . It’s very easy to write something in the heat of the moment and then wish you could retract it. If you send it to the discussion, the damage is done. Even waiting overnight can give you enough distance to respond in a calmer and more professional manner.

Developing a positive perspective

Engage in online chats..

Online chats can provide an opportunity to ask questions or make comments during an online lecture. Try to make your comments concise and clear. Remember to be respectful and professional: don't write anything that you wouldn't speak in class. Also, avoid clogging up the chat with links to extraneous resources. Stay focused and aim to add value to the class experience. 

Be open to new ideas 

Discussion is about hearing what others have to say and working to shape and re-shape your own thoughts and perspectives. Different perspectives can further everyone’s understanding of the issue or concept being discussed—they represent opportunities for learning.

The online environment comes with many benefits, including learning from your peers in addition to your instructor. Use the time productively to hone lifelong skills and refine your ideas about the course content.

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact.

• Roper, A. (2007).  How Students Develop Online Learning Skills .  Educause Quarterly ,  1 , 62-65.
• Vonderwell, S. (2003).  An examiniation of asynchronous communication experience and perspectives of students in an online course: A case study .  The Internet and Higher Education ,  6 (1), 77-90.
• Yu, L. et al. (2016).  When students want to stand out: Discourse moves in online classroom discussion that reflect students’ needs for distinctiveness.   Computers in Human Behavior ,  58 , 1-11.

CTE teaching tips

• Online Discussions: Tips for Instructors

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• UWaterloo’s  Office of Academic Integrity

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Center for Teaching

Online discussions.

A well-designed online discussion engages students in an open-ended conversation that promotes deepened understanding of a topic. Design is only part of the process, though. To be truly effective, an online discussion needs to be facilitated by you in a way that encourages conversation and promotes exploration.

Online discussions differ from face to face discussions in several ways, as noted in the table below.

In an online discussion, you design and facilitate the discussion while the students learn from each other and craft their own understanding of the topic. The students are responsible for learning the material and teach each other, while you facilitate the process from the side.

Potential Uses

• Prepare for in-class discussion (by posting questions for students to respond to prior to class)
• Identify key concepts in course readings
• Extend and apply issues introduced in course materials
• Continue in-class discussion outside of class time

Engaging Students in Discussion Online

Additional Sources:

Online Discussions: Tips for Teachers

Vanderbilt’s CFT Teaching Guide to Blogging and Online Discussion

• Because online discussion encourages reading and reflecting in order to participate and reply, students have to actively engage and utilize critical thinking skills.
• For students who are shy or quiet, or perhaps unfamiliar with the English language, discussion groups in class can be intimidating. Doing it online would have great appeal to students like these.
• Large-enrollment classes often suffer from a lack of student participation. Online discussion provides these classes with a medium through which many-layered conversations may take place more fluidly than in a lecture hall of 100 students.
• Ideally, online discussion would foster a sense of community among the students, and would lead to actual discussion inside and outside of the classroom.
• Online discussion allows students to do quick online research and readings while reflecting, and as such they might cite this research to back up their point. The at-your-own-pace response time gives students a better chance to think.
• The freedom and relative anonymity of the Internet makes some people think they can write whatever they want, without thinking, and can lead to misunderstandings, miscommunications, and online arguments. At worst, racist and sexist remarks and bullying can be fostered in cyberspace. Threads would likely require a moderator.
• Sitting in front of a computer screen, while hooked up to the Internet, allows for a whole world of distractions. It’s easy to surf away to a different site or game when you’re supposed to be reading and posting on an online discussion.
• Discussions can easily get off topic, and can lead to some discussions and issues that may not be appropriate.
• Posts can become redundant as multiple students chose obvious responses in order to meet a participation requirement and therefore stymie further, constructive discussion.
• Certain students may be prolific posters, and even on a platform designed to give everyone a voice, can come to dominate the discussion.
• Depending on the number of topics and students in a class, a huge number of posts or discussions may be generated and can be overwhelming.

Best Practices for Online Discussions:

• Set Clear Expectations
• Encourage Critcal Thinking
• Limit Instructor Participation

Getting Started with Online Discussion

7 Things You Should Know About Blogs  A blog is a personal journal published on the web consisting of discrete entries (“posts”) typically displayed in reverse chronological order so the most recent post appears first. Blogs are usually written by one individual (though occasionally by a small group) and are often themed on a single subject.  Many blogs provide commentary and some function as diaries; both types typically combine words, images and links to other online information. An important part of a post is the ability for readers to leave a comment. Blogs can be used for online discussion as either instructors create posts and have students respond or students create and respond to posts.

GETTING STARTED WITH BLOGS:

• Vanderbilt: You can start your own site supported by Vanderbilt using WordPress through either the University’s  Web Communications Site  (click on the “Start a new p[roject?” tab) or through  my.vanderbilt.edu .
• Bloggers: Any student or instructor can sign up for a free blog with a google account. To get started, go to  Blogger’s website  or  Google’s How to use Blogger .
• Others: Additional blogging sites include  WordPress  and  LiveJournal  and many more.

Discussion Boards

A discussion board is one of the most common tools that hosts the space for online discussions. Discussion boards can hold multiple forums, which can be organized by topic. Discussion threads are conversations within discussion forums and begin with a leading question or prompt. Users can respond to the original prompt and can reply to other responses. Course management systems host online discussions.  Source

GETTING STARTED WITH DISCUSSION BOARDS:

Vanderbilt’s course management system is currently Brightspace. To create a discussion board in Brightspace for a class, consult Vanderbilt’s guide  How do I create discussion forums? 

Social Media

Most students in college nowadays have at least one social media account. Using social media to encourage online discussion takes advantage of the fact that students are familiar with using it and make be engaged if it is incorporated into the classroom. There are special considerations to take into account when using social media. For more information, see  Social Media in the Classroom .

GETTING STARTED WITH SOCIAL MEDIA:

• Twitter: Twitter is a free, simple platform. Its character-limit may be a detractor, or an interesting aspect that requires students be concise and thoughtful in expressing their thoughts. Hashtags, retweets, hearts, and threads can all be ways to organize and interact on the platform. Students can use Twitter to post questions in-class or share their thoughts or other information with other students and the instructor.
• Instagram: Instagram is a photo-based platform, which is not particularly suited to online discussion. However, students posting pictures related to a class and then liking or commenting on each other’s photos can spark conversation, and a class instragram page can be a site for students to respond to images instructors post.
• Others: Other forms of social media include Snapchat, Facebook, and more. Each has their own unique properties and can be incorporated into the classroom in different ways. Some may lend themselves to online discussion, and others may have better uses. Visit  6 Alternative Social Media Tools for Teaching and Learning  for more.

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• Online Student Engagement

21 Ways to Structure an Online Discussion, Part 1

• March 29, 2021
• Annie Prud’homme-Généreux, PhD

* This is a five-part series.

Five Online Discussion Ideas to Apply Learning

Discussion forums. Love them or hate them, they are an essential component of online learning. They give introverted learners a chance to articulate their thoughts. They enrich the learning environment by giving everyone an opportunity to share their experiences. And they are a space for the co-creation of knowledge and meaning.

In their practitioner-oriented review article, Aloni and Harrington (2018) provide practical, evidence-based guidelines for designing, managing, and assessing effective online discussions. These guidelines should be combined with an understanding of when discussions should be used in a course. Discussions aren’t appropriate when trying to meet purely metacognitive learning objectives (for reflections, use a blog or a journal), checking learners’ ability to apply rules (if there is a right answer to a question, assign a problem set), or for co-creating a document (for that, use a wiki). In the words of 20-Minute Mentor Jean Mandernach (2020), “you assign a discussion when there is a conversation to be had.”

Even when instructors follow best practices, learners can feel unconvinced of the value of online discussions. When Bethany Schultz and her colleagues at Northwest Nazarene University investigated why (Schultz et al., 2020), they discovered three reasons for the skepticism.

Learners told the researchers that online discussions didn’t capture the spontaneity of face-to-face conversations. In a classroom, instructors don’t ask the same question to every learner. Once a couple of people have addressed the original question, the conversation moves on. Because everyone must answer the same prompt in an online forum, posts feel repetitive. Learners also noted that if every learner reads the same text or watches the same lecture, they are going to reach the same conclusions, contributing to the repetitiveness.

The study’s learners also deplored their lack of choice. In a face-to-face discussion, they can choose when to participate and how to respond to others’ input (from nodding, to clapping in support and to adding to what was said). These options are absent in most online discussions.

Finally, the lack of emotional cues about the author of a written post makes it difficult to properly formulate a response. It can be hard to read if someone is passionate or sarcastic. This ties-in to a lacking sense of community among virtual classmates.

Schultz’s findings gave me pause: What can we do to structure online discussions to ensure that every learner has something unique to say so they form a more supportive community, and how can we give learners options in how they participate? I also wanted to bear in mind what we can do to make posts and responses worth reading (Henshaw, June 25, 2020).

I searched for ways to structure online discussions, and my findings are described in this series of five articles. This first article explores ways to structure a discussion to encourage learners to apply the concepts they have learned. Articles two and three describe discussion structures that help learners explore concepts in greater depth. Article four looks at ways to use discussions for reflection, evaluation, and critique of concepts. The final article investigates ways to foster a greater sense of community by using multimedia and proposes resources for developing new discussion structures.

Below are five ideas where learners search for, recognize, and share concrete examples of a concept, or where they create examples to illustrate a concept. I am sure there are more ways to do it, and I welcome your additions in the comments below.

Five ideas to structure a discussion to help learners apply what they have learned:

#Hashtag that Photo Safari

Virtual scavenger hunt, guessing game, forced analogy, flawed design.

Description: Online learners are not together in one room. They are dispersed. While this is often perceived as a challenge to a discussion, it can also be an opportunity. In this activity, learners are asked to go on a field trip—to their kitchen, their backyard, their neighborhood, or their local mall—and to find examples of a concept they have studied in the course. They report their findings by posting a photo and an analysis of how their real-world example illustrates the concept. Learners typically find the posts engaging to review due to the uniqueness of each photo and because this allows learners to get to know one another and their worlds (i.e., to develop a greater sense of community). In response to original posts, peers propose a hashtag that summarizes the ethos of the example and its link to the theory. In doing so, learners must think about how the post captures the concept.

Tips: Be sure to go over privacy guidelines when photographing individuals. You may also want to point learners to websites or tools that reduce the size and resolution of an image prior to posting on the discussion forum. (Some proposed free tools: TinyPNG or Optimizilla )

Example: (Chemistry course) In your environment, find a situation where two or more substances with different densities are interacting. Share a picture and explain how you know that the two substances have different densities (be sure to note which has the highest and lowest density). What are the real-world consequences of this difference in density? One way to address this is to consider what might happen if the densities of the two substances were reversed.

Variation: If field trips are not possible, consider an imagined field trip.

• Example/Transfer : This discussion structure requires learners to come up with an example rather than find one in their environment. Learners might find inspiration in their past experiences or imagine a fictitious one. Because learners must generate the example (rather than recognize one), it is more intellectually challenging.

More Information: Berry and Kowal (2019); Digital Society School (n.d.); Henshaw (June 25, 2020); Kowal and Berry (October 22, 2018); Mandernach (2020); Orlando (November 2, 2014)

Description: Sometimes, it is not practical to send learners on a field trip, or the nature of the concept makes it unlikely that learners will find examples in their environment. That’s when the internet can serve as a field trip site. In a virtual scavenger hunt discussion, learners peruse the internet and search for, recognize, collect, and share good examples of a concept. They then collaborate to infer the common elements across all good examples. In reviewing their peers’ posts, learners enrich their understanding of the concept by evaluating the boundaries of the concept and its applications. In this way, learners “reverse-engineer” a definition of the concept. This lets learners discover, rather than being told, the definition of a concept. It fosters inductive learning.

Tips: The activity, as described, relies on learners having pre-existing knowledge of a concept. Sometimes that initial understanding doesn’t exist. In these cases, the instructor can direct learners to specific websites that provide examples of the concept and ask learners to infer commonalities across examples to define the boundaries of the concept.

Example: (Journalism course). Read 20-30 news articles and share the one that you think has the best lede (introductory paragraph). In your post, provide the source of the article, copy its lede, and describe at least three reasons why you think the lede is effective. Read your peers’ posts and collectively hone-in on 10 characteristics of a good lede.

Variation: Here is a suggestion when the goal is to connect learning with the region and events happening in the larger community.

• Current Events: Here, the learners’ search is restricted to news articles. Remind learners to search for written, audio (podcast/radio), and video news. The benefit of focusing the search on news is that it raises learners’ awareness of how the concept studied in class is impacting the world. It may be possible to limit the investigation to local issues, helping learners make connections between their learning and their community.

More Information: ION Professional eLearning Programs (n.d.); Kelly (March 7, 2013)

Description: This discussion structure can take on many forms, but all forms have in common that learners create a post where they describe a concept (or examples of a concept), and others use that information to guess the concept being described. It’s a detective game, motivating peers to join in the conversation. Because learners must create examples, it is more intellectually demanding than #Hashtag that Photo Safari or Virtual Scavenger Hunt .

Tips: Consider concluding each discussion with a “reveal” where each learner posts the solution to their “riddle.” They might also write a summary of the insights gained about the concept from reading the guesses of their peers (the unanticipated responses, whether a particular aspect of their post was too easy or too obscure and what that says about how people think about that concept, etc.).

Example: (Literature course). Write a short story or passage (three paragraphs) in the voice of one of the authors whose works we read in this course. Pay attention to their word usage, style, voice, narrative devices, and try to mimic the author’s writing. Share your creation in a post. Then, attempt to identify the author imitated in the works of at least three of your peers. Post your best guest about the author and provide your rationale of the clues that allowed you to reach your conclusion.

Variations: In her excellent presentation, Henshaw (June 25, 2020) describes numerous ways to vary such discussion. Here are some spins on it:

• WordCloud . Learners select a concept and from it, create either a word cloud or a concept map. They post their graphic to the discussion forum and others try to guess the original concept and explain the reasoning for their answer. (Suggested Tool: WordClouds , Jason Davies’s WordCloud, or mind mapping software such as Bubbl.us , Coggle , Creately , Diagrams.net , GitMind , Wisemapping , GroupMap , Milanote , Mindly , Mindmeister , Mindomo , MindMup , Sketchboard , or Wisemapping )
• Guess the Character : Learners create a text message exchange between two characters that represent concepts (or influential figures) studied in class. The concepts they embody (or the name of the people featured) are not revealed. Other learners read the text message exchange and infer the nature of the two concepts engaged in a conversation. (Suggested Tool: Free fake text message web tools such as iFake Text Message or Fake iPhone Text Messages )
• Realtor Tour : This variation is appropriate when learners study different environments or locations (e.g., ecology, geology, urban planning, etc.). Each learner develops a short description of the features of the location as though they were a realtor presenting a property. They can do this in words, images, or videos. Others try to guess the location based on its described features.
• The Price is Right : In a course where learners are expected to learn to assign numerical values to concepts, each learner could showcase an example and take “bids” from others trying to estimate how much the item is worth.

More Information: Henshaw (June 25, 2020); Ho (February 19, 2020)

Description: Comparing a concept to a well-known object or system can help learners wrap their head around that concept, its components, their function, and relationships. There are two ways to go about asking learners to make this comparison. In the first, the instructor provides the object to which the concept must be compared and each learner provides their interpretation. For example, in a business class an instructor may ask learners how the typical members of an executive team are like the systems of a car. Learners provide their interpretation of which member is like the steering system, the engine, etc. In the second version, the learners must propose the object to which the concept is compared and describe how that concept is a valid analogy. This version is more challenging for learners because they must think of objects that could be used to showcase the component parts of a concept. It is also more interesting to read because the creative aspect makes each post unique. It may also be more helpful in peer learning, since a learner who is struggling to understand a concept now has several analogies to help him understand it.

Tips: Reassure learners that all comparisons are valid, whether physical or otherwise, as long as they draw out accurate elements of the concept.

Example : (Business Course) Think of the parts of a typical business we discussed in class (i.e., HR, Finance, IT, Executive, Board, etc.). Select an object or system that is unrelated (e.g., an animal, a car, a biological cell) and draw analogies between the function of each component of an organization and the component parts of your chosen system. Provide a description that explains your comparison.

Variations:

• In My Room : Provide a list of 4-5 concepts studied in class. Ask learners to explore their immediate environment and to select an object that evokes one of these concepts. Each learner posts either a description of that object or its photo but does not reveal which concept it evokes or why it does so. Each learner then selects one post made by a peer (i.e., one object) and writes a response that compares the object to one of the concepts, drawing out the ways in which they are similar. Finally, the person who originally selected the object reveals which concept they were thinking about when they selected the object and flesh out the analogy.
• Product Reviews : In the once-trending Twitter hashtag #rateaspecies , zoos, aquaria, and museums (and later the public) posted tweets of animals as though they were Yelp or Amazon product reviews, to hilarious effects (e.g., platypus , turtle , sea otter , parrot ). A similar discussion prompt could ask learners to describe class concepts as though they were Amazon product reviews (e.g., In a biochemistry course, post an Amazon product review for RNA polymerase, DNA polymerase, or the ribosome. Peers respond whether they would purchase the product or service based on the review and point out other flaws or advantages to the product/service.)

More Information: Marx (n.d.)

Description: Learners design an example that is purposefully “broken” and defies the concept learned in class. Then, peers look at the posts and play a game of “cat and mouse,” trying to find as many flaws as possible. Being able to create a flawed example requires a high degree of understanding of the concept. What’s great about this activity is that peers feel empowered to critique one another’s work because it is part of the game. Sometimes, peers find unexpected flaws, which makes it a learning experience for all.

Tips: Do not ask learners to include a set number of flaws into their design. Doing so will limit the analysis of a post, because once that number of flaws are found, learners will stop inspecting the post. Leaving that number unknown provides incentive to keep looking for unnoticed flaws.

Example: (Statistics course). Develop a five-question survey, making sure that the survey is poorly constructed (or does not observe best practices) in at least two subtle ways. Post your flawed survey as your original post. Then, visit your peers’ surveys and find the ways in which their surveys are flawed. Post your discoveries in response to their original post. At the end of the week, everyone should reveal their intentional flaws and acknowledge if there were unintended ones discovered by peers.

• Shark Tank : Henshaw (June 25, 2020) proposes using a Shark Tank format where entrepreneurs present their design to a panel of potential investors. Each learner presents their design, which may or may not be flawed (each learner chooses whether to add a purposeful flaw) to their peers. Then the “investors” analyze the design and write a product review, concluding in whether they would invest in it (whether the design is flawed or not).
• Two Truths and a Lie : Another way to structure this discussion is to base it on the popular icebreaker game: “Two Truths and a Lie” or “Find the Fib.” In the icebreaker version of this activity, each person makes three statements about themselves: two of them true and one a lie. Everyone then asks questions to try to guess which is false. In the discussion version, each learner comes up with three examples or applications of a concept, two of them accurate and one of them not an exemplar of the concept in subtle ways. Following the initial post, others respond by asking clarification questions or posting their guess as to which is the “lie” and explain why they believe it to be so. After a determined period (e.g., a week), each learner provides the solution. For example, in a Physics course, come up with two examples where Newton’s Second Law of Thermodynamics is appropriately demonstrated and one where it is misapplied. In your post, list the three examples in random order.

More Information: Berry and Kowal (June 19, 2020); Gilbraith (n.d.); Henshaw (June 25, 2020); IAF Methods (n.d.)

In the next article in this series (featured April 5th), we will explore ways to use discussions to foster learner exploration of concepts.

Part 1: Five Online Discussion Ideas to Apply Learning Part 2: Four Online Discussion Ideas to Explore Concepts Through Divergent Thinking Part 3: Seven Online Discussion Ideas to Explore Concepts through Convergent Thinking Part 4: Five Online Discussion Ideas to Foster Metacognition Part 5: Online Discussion Ideas – Multimedia and Resources

Dr. Annie Prud’homme-Généreux is the director of continuing studies at Capilano University. She is a past recipient of the National Association of Biology Teachers’ Four-Year College/University Teaching Innovation Award. She has been teaching in a blended format for over 15 years and is currently completing a master of education in open, digital and distance education.

Aloni, M., & Harrington, C. (2018). Research based practices for improving the effectiveness of asynchronous online discussion boards. Scholarship of Teaching and Learning in Psychology, 4 (4), 271.

Berry, L., & Kowal, K. (2019, May 1). Five new twists for online discussions. Instructional Design . https://ce.uwex.edu/five-new-twists-for-online-discussions/

Berry, L., & Kowal, K. (June 19, 2020). Part Deux: Discussion on the Rocks? Add a Twist of Fresh Alternatives! OLC Innovate 2020, Online. https://onlinelearningconsortium.org/olc-innovate-2020-session-page/?session=8131&kwds=discussion

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• Table of Contents
• Troubleshooting Guide
• A Model for Getting Started
• Justice Action Toolkit
• Best Change Processes
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• Facilitation of Community Processes
• Community Health Assessment and Planning
• Section 4. Techniques for Leading Group Discussions

Chapter 16 Sections

• Section 1. Conducting Effective Meetings
• Section 2. Developing Facilitation Skills
• Section 3. Capturing What People Say: Tips for Recording a Meeting
• Main Section

A local coalition forms a task force to address the rising HIV rate among teens in the community.  A group of parents meets to wrestle with their feeling that their school district is shortchanging its students.  A college class in human services approaches the topic of dealing with reluctant participants.  Members of an environmental group attend a workshop on the effects of global warming.  A politician convenes a “town hall meeting” of constituents to brainstorm ideas for the economic development of the region.  A community health educator facilitates a smoking cessation support group.

All of these might be examples of group discussions, although they have different purposes, take place in different locations, and probably run in different ways.  Group discussions are common in a democratic society, and, as a community builder, it’s more than likely that you have been and will continue to be involved in many of them.  You also may be in a position to lead one, and that’s what this section is about.  In this last section of a chapter on group facilitation, we’ll examine what it takes to lead a discussion group well, and how you can go about doing it.

What is an effective group discussion?

The literal definition of a group discussion is obvious: a critical conversation about a particular topic, or perhaps a range of topics, conducted in a group of a size that allows participation by all members.  A group of two or three generally doesn’t need a leader to have a good discussion, but once the number reaches five or six, a leader or facilitator can often be helpful.  When the group numbers eight or more, a leader or facilitator, whether formal or informal, is almost always helpful in ensuring an effective discussion.

A group discussion is a type of meeting, but it differs from the formal meetings in a number of ways: It may not have a specific goal – many group discussions are just that: a group kicking around ideas on a particular topic.  That may lead to a goal ultimately...but it may not. It’s less formal, and may have no time constraints, or structured order, or agenda. Its leadership is usually less directive than that of a meeting. It emphasizes process (the consideration of ideas) over product (specific tasks to be accomplished within the confines of the meeting itself. Leading a discussion group is not the same as running a meeting.  It’s much closer to acting as a facilitator, but not exactly the same as that either.

An effective group discussion generally has a number of elements:

• All members of the group have a chance to speak, expressing their own ideas and feelings freely, and to pursue and finish out their thoughts
• All members of the group can hear others’ ideas and feelings stated openly
• Group members can safely test out ideas that are not yet fully formed
• Group members can receive and respond to respectful but honest and constructive feedback.  Feedback could be positive, negative, or merely clarifying or correcting factual questions or errors, but is in all cases delivered respectfully.
• A variety of points of view are put forward and discussed
• The discussion is not dominated by any one person
• Arguments, while they may be spirited, are based on the content of ideas and opinions, not on personalities
• Even in disagreement, there’s an understanding that the group is working together to resolve a dispute, solve a problem, create a plan, make a decision, find principles all can agree on, or come to a conclusion from which it can move on to further discussion

Many group discussions have no specific purpose except the exchange of ideas and opinions.  Ultimately, an effective group discussion is one in which many different ideas and viewpoints are heard and considered.  This allows the group to accomplish its purpose if it has one, or to establish a basis either for ongoing discussion or for further contact and collaboration among its members.

There are many possible purposes for a group discussion, such as:

• Create a new situation – form a coalition, start an initiative, etc.
• Explore cooperative or collaborative arrangements among groups or organizations
• Discuss and/or analyze an issue, with no specific goal in mind but understanding
• Create a strategic plan – for an initiative, an advocacy campaign, an intervention, etc.
• Discuss policy and policy change
• Air concerns and differences among individuals or groups
• Hold public hearings on proposed laws or regulations, development, etc.
• Decide on an action
• Provide mutual support
• Solve a problem
• Resolve a conflict
• Plan your work or an event

Possible leadership styles of a group discussion also vary.  A group leader or facilitator might be directive or non-directive; that is, she might try to control what goes on to a large extent; or she might assume that the group should be in control, and that her job is to facilitate the process.  In most group discussions, leaders who are relatively non-directive make for a more broad-ranging outlay of ideas, and a more satisfying experience for participants.

Directive leaders can be necessary in some situations. If a goal must be reached in a short time period, a directive leader might help to keep the group focused. If the situation is particularly difficult, a directive leader might be needed to keep control of the discussion and make

Why would you lead a group discussion?

There are two ways to look at this question: “What’s the point of group discussion?” and “Why would you, as opposed to someone else, lead a group discussion?”  Let’s examine both.

What’s the point of group discussion?

As explained in the opening paragraphs of this section, group discussions are common in a democratic society.  There are a number of reasons for this, some practical and some philosophical.

A group discussion:

• G ives everyone involved a voice .  Whether the discussion is meant to form a basis for action, or just to play with ideas, it gives all members of the group a chance to speak their opinions, to agree or disagree with others, and to have their thoughts heard.  In many community-building situations, the members of the group might be chosen specifically because they represent a cross-section of the community, or a diversity of points of view.
• Allows for a variety of ideas to be expressed and discussed .  A group is much more likely to come to a good conclusion if a mix of ideas is on the table, and if all members have the opportunity to think about and respond to them.
• Is generally a democratic, egalitarian process .  It reflects the ideals of most grassroots and community groups, and encourages a diversity of views.
• Leads to group ownership of whatever conclusions, plans, or action the group decides upon .  Because everyone has a chance to contribute to the discussion and to be heard, the final result feels like it was arrived at by and belongs to everyone.
• Encourages those who might normally be reluctant to speak their minds .  Often, quiet people have important things to contribute, but aren’t assertive enough to make themselves heard.  A good group discussion will bring them out and support them.
• Can often open communication channels among people who might not communicate in any other way .  People from very different backgrounds, from opposite ends of the political spectrum, from different cultures, who may, under most circumstances, either never make contact or never trust one another enough to try to communicate, might, in a group discussion, find more common ground than they expected.
• Is sometimes simply the obvious, or even the only, way to proceed.  Several of the examples given at the beginning of the section – the group of parents concerned about their school system, for instance, or the college class – fall into this category, as do public hearings and similar gatherings.

Why would you specifically lead a group discussion?

You might choose to lead a group discussion, or you might find yourself drafted for the task.  Some of the most common reasons that you might be in that situation:

• It’s part of your job .  As a mental health counselor, a youth worker, a coalition coordinator, a teacher, the president of a board of directors, etc. you might be expected to lead group discussions regularly.
• You’ve been asked to .  Because of your reputation for objectivity or integrity, because of your position in the community, or because of your skill at leading group discussions, you might be the obvious choice to lead a particular discussion.
• A discussion is necessary, and you’re the logical choice to lead it .  If you’re the chair of a task force to address substance use in the community, for instance, it’s likely that you’ll be expected to conduct that task force’s meetings, and to lead discussion of the issue.
• It was your idea in the first place .  The group discussion, or its purpose, was your idea, and the organization of the process falls to you.

You might find yourself in one of these situations if you fall into one of the categories of people who are often tapped to lead group discussions.  These categories include (but aren’t limited to):

• Directors of organizations
• Public officials
• Coalition coordinators
• Professionals with group-leading skills – counselors, social workers, therapists, etc.
• Health professionals and health educators
• Respected community members.  These folks may be respected for their leadership – president of the Rotary Club, spokesperson for an environmental movement – for their positions in the community – bank president, clergyman – or simply for their personal qualities – integrity, fairness, ability to communicate with all sectors of the community.
• Community activists.  This category could include anyone from “professional” community organizers to average citizens who care about an issue or have an idea they want to pursue.

When might you lead a group discussion?

The need or desire for a group discussion might of course arise anytime, but there are some times when it’s particularly necessary.

• At the start of something new . Whether you’re designing an intervention, starting an initiative, creating a new program, building a coalition, or embarking on an advocacy or other campaign, inclusive discussion is likely to be crucial in generating the best possible plan, and creating community support for and ownership of it.
• When an issue can no longer be ignored . When youth violence reaches a critical point, when the community’s drinking water is declared unsafe, when the HIV infection rate climbs – these are times when groups need to convene to discuss the issue and develop action plans to swing the pendulum in the other direction.
• When groups need to be brought together . One way to deal with racial or ethnic hostility, for instance, is to convene groups made up of representatives of all the factions involved.  The resulting discussions – and the opportunity for people from different backgrounds to make personal connections with one another – can go far to address everyone’s concerns, and to reduce tensions.
• When an existing group is considering its next step or seeking to address an issue of importance to it . The staff of a community service organization, for instance, may want to plan its work for the next few months, or to work out how to deal with people with particular quirks or problems.

How do you lead a group discussion?

In some cases, the opportunity to lead a group discussion can arise on the spur of the moment; in others, it’s a more formal arrangement, planned and expected.  In the latter case, you may have the chance to choose a space and otherwise structure the situation.  In less formal circumstances, you’ll have to make the best of existing conditions.

We’ll begin by looking at what you might consider if you have time to prepare.  Then we’ll examine what it takes to make an effective discussion leader or facilitator, regardless of external circumstances.

Set the stage

If you have time to prepare beforehand, there are a number of things you may be able to do to make the participants more comfortable, and thus to make discussion easier.

Choose the space

If you have the luxury of choosing your space, you might look for someplace that’s comfortable and informal.  Usually, that means comfortable furniture that can be moved around (so that, for instance, the group can form a circle, allowing everyone to see and hear everyone else easily).  It may also mean a space away from the ordinary.

One organization often held discussions on the terrace of an old mill that had been turned into a bookstore and café.  The sound of water from the mill stream rushing by put everyone at ease, and encouraged creative thought.

Provide food and drink

The ultimate comfort, and one that breaks down barriers among people, is that of eating and drinking.

Bring materials to help the discussion along

Most discussions are aided by the use of newsprint and markers to record ideas, for example.

Become familiar with the purpose and content of the discussion

If you have the opportunity, learn as much as possible about the topic under discussion.  This is not meant to make you the expert, but rather to allow you to ask good questions that will help the group generate ideas.

Make sure everyone gets any necessary information, readings, or other material beforehand

If participants are asked to read something, consider questions, complete a task, or otherwise prepare for the discussion, make sure that the assignment is attended to and used.  Don’t ask people to do something, and then ignore it.

Lead the discussion

Think about leadership style

The first thing you need to think about is leadership style, which we mentioned briefly earlier in the section.  Are you a directive or non-directive leader?  The chances are that, like most of us, you fall somewhere in between the extremes of the leader who sets the agenda and dominates the group completely, and the leader who essentially leads not at all. The point is made that many good group or meeting leaders are, in fact, facilitators, whose main concern is supporting and maintaining the process of the group’s work.  This is particularly true when it comes to group discussion, where the process is, in fact, the purpose of the group’s coming together.

A good facilitator helps the group set rules for itself, makes sure that everyone participates and that no one dominates, encourages the development and expression of all ideas, including “odd” ones, and safeguards an open process, where there are no foregone conclusions and everyone’s ideas are respected.  Facilitators are non-directive, and try to keep themselves out of the discussion, except to ask questions or make statements that advance it.  For most group discussions, the facilitator role is probably a good ideal to strive for.

It’s important to think about what you’re most comfortable with philosophically, and how that fits what you’re comfortable with personally.  If you’re committed to a non-directive style, but you tend to want to control everything in a situation, you may have to learn some new behaviors in order to act on your beliefs.

Put people at ease

Especially if most people in the group don’t know one another, it’s your job as leader to establish a comfortable atmosphere and set the tone for the discussion.

Help the group establish ground rules

The ground rules of a group discussion are the guidelines that help to keep the discussion on track, and prevent it from deteriorating into namecalling or simply argument.  Some you might suggest, if the group has trouble coming up with the first one or two:

• Everyone should treat everyone else with respect : no name-calling, no emotional outbursts, no accusations.
• No arguments directed at people – only at ideas and opinions .  Disagreement should be respectful – no ridicule.
• Don’t interrupt .  Listen to the whole of others’ thoughts – actually listen, rather than just running over your own response in your head.
• Respect the group’s time .  Try to keep your comments reasonably short and to the point, so that others have a chance to respond.
• Consider all comments seriously, and try to evaluate them fairly .  Others’ ideas and comments may change your mind, or vice versa: it’s important to be open to that.
• Don’t be defensive if someone disagrees with you .  Evaluate both positions, and only continue to argue for yours if you continue to believe it’s right.
• Everyone is responsible for following and upholding the ground rules .

Ground rules may also be a place to discuss recording the session.  Who will take notes, record important points, questions for further discussion, areas of agreement or disagreement?  If the recorder is a group member, the group and/or leader should come up with a strategy that allows her to participate fully in the discussion.

Generate an agenda or goals for the session

You might present an agenda for approval, and change it as the group requires, or you and the group can create one together.  There may actually be no need for one, in that the goal may simply be to discuss an issue or idea.  If that’s the case, it should be agreed upon at the outset.

How active you are might depend on your leadership style, but you definitely have some responsibilities here.  They include setting, or helping the group to set the discussion topic; fostering the open process; involving all participants; asking questions or offering ideas to advance the discussion; summarizing or clarifying important points, arguments, and ideas; and wrapping up the session.  Let’s look at these, as well as some do’s and don’t’s for discussion group leaders.

• Setting the topic . If the group is meeting to discuss a specific issue or to plan something, the discussion topic is already set.  If the topic is unclear, then someone needs to help the group define it.  The leader – through asking the right questions, defining the problem, and encouraging ideas from the group – can play that role.
• Fostering the open process . Nurturing the open process means paying attention to the process, content, and interpersonal dynamics of the discussion all at the same time – not a simple matter. As leader, your task is not to tell the group what to do, or to force particular conclusions, but rather to make sure that the group chooses an appropriate topic that meets its needs, that there are no “right” answers to start with (no foregone conclusions), that no one person or small group dominates the discussion, that everyone follows the ground rules, that discussion is civil and organized, and that all ideas are subjected to careful critical analysis.  You might comment on the process of the discussion or on interpersonal issues when it seems helpful (“We all seem to be picking on John here – what’s going on?”), or make reference to the open process itself (“We seem to be assuming that we’re supposed to believe X – is that true?”). Most of your actions as leader should be in the service of modeling or furthering the open process.

Part of your job here is to protect “minority rights,” i.e., unpopular or unusual ideas.  That doesn’t mean you have to agree with them, but that you have to make sure that they can be expressed, and that discussion of them is respectful, even in disagreement. (The exceptions are opinions or ideas that are discriminatory or downright false.)  Odd ideas often turn out to be correct, and shouldn’t be stifled.

• Involving all participants . This is part of fostering the open process, but is important enough to deserve its own mention. To involve those who are less assertive or shy, or who simply can’t speak up quickly enough, you might ask directly for their opinion, encourage them with body language (smile when they say anything, lean and look toward them often), and be aware of when they want to speak and can’t break in.  It’s important both for process and for the exchange of ideas that everyone have plenty of opportunity to communicate their thoughts.
• Asking questions or offering ideas to advance the discussion . The leader should be aware of the progress of the discussion, and should be able to ask questions or provide information or arguments that stimulate thinking or take the discussion to the next step when necessary. If participants are having trouble grappling with the topic, getting sidetracked by trivial issues, or simply running out of steam, it’s the leader’s job to carry the discussion forward.

This is especially true when the group is stuck, either because two opposing ideas or factions are at an impasse, or because no one is able or willing to say anything.  In these circumstances, the leader’s ability to identify points of agreement, or to ask the question that will get discussion moving again is crucial to the group’s effectiveness.

• Summarizing or clarifying important points, arguments, or ideas . This task entails making sure that everyone understands a point that was just made, or the two sides of an argument.  It can include restating a conclusion the group has reached, or clarifying a particular idea or point made by an individual (“What I think I heard you say was…”).  The point is to make sure that everyone understands what the individual or group actually meant.
• Wrapping up the session .  As the session ends, the leader should help the group review the discussion and make plans for next steps (more discussion sessions, action, involving other people or groups, etc.). He should also go over any assignments or tasks that were agreed to, make sure that every member knows what her responsibilities are, and review the deadlines for those responsibilities.  Other wrap-up steps include getting feedback on the session – including suggestions for making it better – pointing out the group’s accomplishments, and thanking it for its work.

Even after you’ve wrapped up the discussion, you’re not necessarily through. If you’ve been the recorder, you might want to put the notes from the session in order, type them up, and send them to participants. The notes might also include a summary of conclusions that were reached, as well as any assignments or follow-up activities that were agreed on.

If the session was one-time, or was the last of a series, your job may now be done. If it was the beginning, however, or part of an ongoing discussion, you may have a lot to do before the next session, including contacting people to make sure they’ve done what they promised, and preparing the newsprint notes to be posted at the next session so everyone can remember the discussion.

Leading an effective group discussion takes preparation (if you have the opportunity for it), an understanding of and commitment to an open process, and a willingness to let go of your ego and biases. If you can do these things, the chances are you can become a discussion leader that can help groups achieve the results they want.

Do’s and don’ts for discussion leaders

• Model the behavior and attitudes you want group members to employ . That includes respecting all group members equally; advancing the open process; demonstrating what it means to be a learner (admitting when you’re wrong, or don’t know a fact or an answer, and suggesting ways to find out); asking questions based on others’ statements; focusing on positions rather than on the speaker; listening carefully; restating others’ points; supporting your arguments with fact or logic; acceding when someone else has a good point; accepting criticism; thinking critically; giving up the floor when appropriate; being inclusive and culturally sensitive, etc.
• Use encouraging body language and tone of voice, as well as words .  Lean forward when people are talking, for example, keep your body position open and approachable, smile when appropriate, and attend carefully to everyone, not just to those who are most articulate.
• Give positive feedback for joining the discussion .  Smile, repeat group members’ points, and otherwise show that you value participation.
• Be aware of people’s reactions and feelings, and try to respond appropriately . If a group member is hurt by others’ comments, seems puzzled or confused, is becoming angry or defensive, it’s up to you as discussion leader to use the ground rules or your own sensitivity to deal with the situation. If someone’s hurt, for instance, it may be important to point that out and discuss how to make arguments without getting personal.  If group members are confused, revisiting the comments or points that caused the confusion, or restating them more clearly, may be helpful.  Being aware of the reactions of individuals and of the group as a whole can make it possible to expose and use conflict, or to head off unnecessary emotional situations and misunderstandings.
• Ask open-ended questions .  In advancing the discussion, use questions that can’t be answered with a simple yes or no.  Instead, questions should require some thought from group members, and should ask for answers that include reasons or analysis.  The difference between “Do you think the President’s decision was right?” and “Why do you think the President’s decision was or wasn’t right?” is huge.  Where the first question can be answered with a yes or no, the second requires an analysis supporting the speaker’s opinion, as well as discussion of the context and reasons for the decision.
• Control your own biases .  While you should point out factual errors or ideas that are inaccurate and disrespectful of others, an open process demands that you not impose your views on the group, and that you keep others from doing the same.  Group members should be asked to make rational decisions about the positions or views they want to agree with, and ultimately the ideas that the group agrees on should be those that make the most sense to them – whether they coincide with yours or not.  Pointing out bias – including your own – and discussing it helps both you and group members try to be objective.

A constant question that leaders – and members – of any group have is what to do about racist, sexist, or homophobic remarks, especially in a homogeneous group where most or all of the members except the leader may agree with them.  There is no clear-cut answer, although if they pass unchallenged, it may appear you condone the attitude expressed. How you challenge prejudice is the real question.  The ideal here is that other members of the group do the challenging, and it may be worth waiting long enough before you jump in to see if that’s going to happen.  If it doesn’t, you can essentially say, “That’s wrong, and I won’t allow that kind of talk here,” which may well put an end to the remarks, but isn’t likely to change anyone’s mind.  You can express your strong disagreement or discomfort with such remarks and leave it at that, or follow up with “Let’s talk about it after the group,” which could generate some real discussion about prejudice and stereotypes, and actually change some thinking over time. Your ground rules – the issue of respecting everyone – should address this issue, and it probably won’t come up…but there are no guarantees.  It won’t hurt to think beforehand about how you want to handle it.

• Encourage disagreement, and help the group use it creatively .  Disagreement is not to be smoothed over, but rather to be analyzed and used.  When there are conflicting opinions – especially when both can be backed up by reasonable arguments – the real discussion starts.  If everyone agrees on every point, there’s really no discussion at all.  Disagreement makes people think.  It may not be resolved in one session, or at all, but it’s the key to discussion that means something.

All too often, conflict – whether conflicting opinions, conflicting world views, or conflicting personalities – is so frightening to people that they do their best to ignore it or gloss it over.  That reaction not only leaves the conflict unresolved – and therefore growing, so that it will be much stronger when it surfaces later– but fails to examine the issues that it raises.  If those are brought out in the open and discussed reasonably, the two sides often find that they have as much agreement as disagreement, and can resolve their differences by putting their ideas together.  Even where that’s not the case, facing the conflict reasonably, and looking at the roots of the ideas on each side, can help to focus on the issue at hand and provide solutions far better than if one side or the other simply operated alone.

• Keep your mouth shut as much as possible .  By and large, discussion groups are for the group members.  You may be a member of the group and have been asked by the others to act as leader, in which case you certainly have a right to be part of the discussion (although not to dominate).  If you’re an outside facilitator, or leader by position, it’s best to confine your contributions to observations on process, statements of fact, questions to help propel the discussion, and clarification and summarization.  The simple fact that you’re identified as leader or facilitator gives your comments more force than those of other group members.  If you’re in a position of authority or seen as an expert, that force becomes even greater.  The more active you are in the discussion, the more the group will take your positions and ideas as “right,” and the less it will come to its own conclusions.
• Don’t let one or a small group of individuals dominate the discussion .  People who are particularly articulate or assertive, who have strong feelings that they urgently want to express, or who simply feel the need – and have the ability – to dominate can take up far more than their fair share of a discussion.  This often means that quieter people have little or no chance to speak, and that those who disagree with the dominant individual(s) are shouted down and cease trying to make points.  It’s up to the leader to cut off individuals who take far more than their share of time, or who try to limit discussion.  This can be done in a relatively non-threatening way (“This is an interesting point, and it’s certainly worth the time we’ve spent on it, but there are other points of view that need to be heard as well.  I think Alice has been waiting to speak…”), but it’s crucial to the open process and to the comfort and effectiveness of the group.
• Don’t let one point of view override others , unless it’s based on facts and logic, and is actually convincing group members to change their minds.  If a point of view dominates because of its merits, its appeal to participants’ intellectual and ethical sensibilities, that’s fine.  It’s in fact what you hope will happen in a good group discussion.  If a point of view dominates because of the aggressiveness of its supporters, or because it’s presented as something it’s wrong to oppose (“People who disagree with the President are unpatriotic and hate their country”), that’s intellectual bullying or blackmail, and is the opposite of an open discussion.  As leader, you should point it out when that’s happening, and make sure other points of view are aired and examined.

Sometimes individuals or factions that are trying to dominate can disrupt the process of the group. Both Sections 1 and 2 of this chapter contain some guidelines for dealing with this type of situation.

• Don’t assume that anyone holds particular opinions or positions because of his culture, background, race, personal style, etc .  People are individuals, and can’t be judged by their exteriors.  You can find out what someone thinks by asking, or by listening when he speaks.
• Don’t assume that someone from a particular culture, race, or background speaks for everyone else from that situation .  She may or may not represent the general opinion of people from situations similar to hers…or there may not be a general opinion among them.  In a group discussion, no one should be asked or assumed to represent anything more than herself.

The exception here is when someone has been chosen by her community or group to represent its point of view in a multi-sector discussion.  Even in that situation, the individual may find herself swayed by others’ arguments, or may have ideas of her own.  She may have agreed to sponsor particular ideas that are important to her group, but she may still have her own opinions as well, especially in other areas.

• Don’t be the font of all wisdom .  Even if you know more about the discussion topic than most others in the group (if you’re the teacher of a class, for instance), presenting yourself as the intellectual authority denies group members the chance to discuss the topic freely and without pressure.  Furthermore, some of them may have ideas you haven’t considered, or experiences that give them insights into the topic that you’re never likely to have.  Model learning behavior, not teaching behavior.

If you’re asked your opinion directly, you should answer honestly.  You have some choices about how you do that, however.  One is to state your opinion, but make very clear that it’s an opinion, not a fact, and that other people believe differently.  Another is to ask to hold your opinion until the end of the discussion, so as not to influence anyone’s thinking while it’s going on.  Yet another is to give your opinion after all other members of the group have stated theirs, and then discuss the similarities and differences among all the opinions and people’s reasons for holding them. If you’re asked a direct question, you might want to answer it if it’s a question of fact and you know the answer, and if it’s relevant to the discussion.  If the question is less clear-cut, you might want to throw it back to the group, and use it as a spur to discussion.

Group discussions are common in our society, and have a variety of purposes, from planning an intervention or initiative to mutual support to problem-solving to addressing an issue of local concern.  An effective discussion group depends on a leader or facilitator who can guide it through an open process – the group chooses what it’s discussing, if not already determined, discusses it with no expectation of particular conclusions, encourages civil disagreement and argument, and makes sure that every member is included and no one dominates.  It helps greatly if the leader comes to the task with a democratic or, especially, a collaborative style, and with an understanding of how a group functions.

A good group discussion leader has to pay attention to the process and content of the discussion as well as to the people who make up the group.  She has to prepare the space and the setting to the extent possible; help the group establish ground rules that will keep it moving civilly and comfortably; provide whatever materials are necessary; familiarize herself with the topic; and make sure that any pre-discussion readings or assignments get to participants in plenty of time.  Then she has to guide the discussion, being careful to promote an open process; involve everyone and let no one dominate; attend to the personal issues and needs of individual group members when they affect the group; summarize or clarify when appropriate; ask questions to keep the discussion moving, and put aside her own agenda, ego, and biases.

It’s not an easy task, but it can be extremely rewarding.  An effective group discussion can lay the groundwork for action and real community change.

Online resources

Everyday-Democracy . Study Circles Resource Center. Information and publications related to study circles, participatory discussion groups meant to address community issues.

Facilitating Political Discussions from the Institute for Democracy and Higher Education at Tufts University is designed to assist experienced facilitators in training others to facilitate politically charged conversations. The materials are broken down into "modules" and facilitation trainers can use some or all of them to suit their needs.

Project on Civic Reflection provides information about leading study circles on civic reflection.

“ Suggestions for Leading Small-Group Discussions ,” prepared by Lee Haugen, Center for Teaching Excellence, Iowa State University, 1998. Tips on university teaching, but much of the information is useful in other circumstances as well.

“ Tips for Leading Discussions ,” by Felisa Tibbits, Human Rights Education Associates.

Print resources

Forsyth, D . Group Dynamics . (2006). (4th edition).  Belmont, CA: Thomson Wadsworth. 

Johnson, D., & Frank P. (2002). Joining Together: Group theory and group skills . (8th edition).  Boston: Allyn & Bacon.

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Pros and Cons of E-learning

September 27, 2023

Discuss the advantages and disadvantages of E-learning

Read about the topic “Pros and Cons of E-learning” and prepare for your Group Discussion rounds.

Page Highlights:

• Pros of e-learning
• Cons of e-learning

Extempore Topic: Pros and Cons of E-Learning

About the topic:-.

The E-learning platform allows students to access their classes from anywhere via a computer. Today several platforms offer online education. Their courses include upskilling courses, academic courses, coding courses, and more. E-learning has many pros as well as cons.

Pros of E-learning:

• The availability of recorded lectures allows the learners to rewatch the content.
• No need to commute to any institution.
• We can access the courses from anywhere.
• It allows a flexible schedule where one can learn at a time of their convenience.
• E-learning promotes a habit of self-paced learning. 

In today’s fast-paced world, E-learning is becoming the new norm. It allows people, especially those who are working a regular job to engage in upskilling their skills. For individuals who want to enhance their skillsets and get better job opportunities, e-learning provides massive opportunities.

Cons of E-learning:-

• It demands heavy self-discipline from the learner such that they can sit and attend their online classes.
• E-learning is not accessible to everyone. 
• Not everyone has the same access to computers and the internet, which is required for attending online learning.
• E-learning is not inclusive, as many individuals need special or one on one attention from a mentor to understand the course matter.
• It does not give the users any networking opportunities.

E-learning is available to a selected part of society. Not everyone has the means to attend online classes. Accessibility to the internet and computers is not universal. Thus, e-learning and e-learning platforms need to get more inclusive.

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32+ Education GD Topics 2024 (with Answers)

• . Update: Jan 5, 2024 8:48 pm

Don’t forget to check the   Top 30 GD topics of 2023 .

Here is the list of education group discussion topics.

• Board Exam Twice a Year
• Ban on Smartphones in Schools
• The Edtech bubble has burst
• The Ethics of Artificial Intelligence & Automation
• The changing landscape of education
• The rise of Generative AI
• Inclusive Growth
• Should NEET be banned?
• College should be free for everyone
• Impact of globalization on education
• Formal degrees are things of the past
• Impact of COVID pandemic on education
• Blended learning – The new normal
• National Education Policy 2020
• Open book exams – Pros, Cons & Challenges
• E-learning – Pros & Challenges
• Higher Education in India
• Knowledge based economy is important to achieve the economic boom of India
• Detention policy – Pros & Cons
• Co-education (Mixed gender education) – Pros & Cons
• Exam paper leaks – How to restore trust in the Indian education system?
• Private Universities in India – Pros and Cons
• Is there a need to curb the mushrooming of private coaching institutes?
• MBAs do not make good business leaders
• Right to Education: Success or Failure?
• Common syllabus throughout Indian schools – Pros & Cons
• Is MBA a rat race?
• NEET – Pros & Cons
• Indian Business Schools – Are they really effective?
• Technology changing the face of education
• Student Suicides – What are the deep rooted problems?
• Should mother tongue be the medium of instruction in schools?
• Present Education System in India
• Private Educational Institutions – Good or Bad?
• E-Learning: A substitute for classroom learning?
• Examination – Has it killed Education?

Note :-  This list will be updated regularly. So, don’t forget to bookmark the page.

Photo by  Pragyan Bezbaruah  from  Pexels

Copyright @ Group Discussion Ideas.

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Related Posts

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group discussion online education

Hello Aspirant.

Hope you are doing well.

Some important points for the Group Discussion are given below ;

PROS OF ONLINE EDUCATION;

1. Flexible: You can learn on the go. Even if you are employed and want to enhance your knowledge and skills, e-learning is the best option. 2. Faster: You understand better when you are subjected to a learning device of your choice with materials that are easy to understand. 3. Better examples: You can find relevant examples of the present time without having to invest in books and recently published materials. 4. Low cost: You do not have to spend a lot for getting enrolled in an e-learning program. The cost is far lower than the cost of getting admission in an institute. 5. Travel free: You can learn from anywhere under the sun with e-learning if relocating isn't an option due to job or personal commitments. 6. Access to best resources: E-learning lets you take access to best teachers and best learning material from the place comfortable to you.

CONS OF ONLINE EDUCATION;

1. Distraction: It is very easy to be distracted when internet is up and running on the same device that you are using for learning. 2. Lack of motivation: One can easily be distracted and when motivation is lost, e-learning is not enforced and hence a total waste. 3. Not for all: Not everyone is familiar with technology required for e-learning and hence this is not a one size fits all option for learning. 4. Isolation: You have no friends to share your leaning with and there is absolutely no one to discuss your doubts with. 5. Technology fails: In case of electricity issues as in some villages and town with power cuts, e-learning can be a problem.

• CONCLUSION;

It is an ever growing industry and is bound to change education system in a few years. However, it is important to draw the line where required to keep it from distracting.

GOOD LUCK, STAY MOTIVATED AND HOPE THIS HELPS.

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• Education /

Online Classes vs Offline Classes

• Updated on  
• Jan 15, 2024

The Covid-19 pandemic brought a dynamic shift in the world education system . The imposition of lockdown led to the shutdown of physical classrooms and thus online education became the new norm. Although online learning has managed to keep education alive in these difficult times, it cannot completely replace it. Both online and offline education have their own set of advantages and disadvantages. In this blog, we will explore one of the most debated topics these days, online classes vs offline classes. 

This Blog Includes:

Online education, offline education, mode of education in offline and online classes, accessibility, time management, flexibility of classes, student-teacher interaction, technical issues in offline and online classes, practical learning, pros and cons of an online degree.

With the emergence of technology , the method of delivering education has forever changed. As a matter of fact, online education has become a flexible instructional method of teaching wherein students can easily gain access to study material in the comfort of their homes. Moreover, online education provides an excellent opportunity for students who are unable to enrol in traditional classrooms as well as supports students in setting their own pace for studying. 

Furthermore, online education helps in inculcating the habit of self-discipline and time management within students and provides them access to an unlimited number of educational resources. The students can easily set their own pace of learning as long as they have the right equipment and access to a proper internet connection. 

Also Read: Online Education in India

Offline education is the traditional counterpart to online education and the original method of learning that allows students to have regular face-to-face interactions with their peers and teachers. However, as much as online education is predicted to be the future of learning, it cannot replace the holistic aspect of offline education.

Moreover, offline education also allows teachers to monitor the responses and behaviour of their students and accordingly address them as and when required. Hence, no matter how advanced online education is, offline education will continue to play a vital role in the development of students.  

Also Read: Are Online Classes Becoming the New Normal?

Online Education vs Offline Education

While online education is not a new phenomenon, its importance came to light during the pandemic. Given below is a table that highlights the main differences between online education vs offline education. 

When it comes to online classes, teachers can easily educate their students via virtual classrooms. Students can easily access learning materials from anywhere as long as they have proper access to an internet connection. Additionally, Online classes provide teachers with a number of online learning tools including videos, audio, animations, virtual whiteboards, virtual conference rooms and live chats with the students. 

On the other hand, offline classes provide students with a practical learning environment within the walls of a physical classroom. It allows students to closely interact with their teachers as well as participate actively in live discussions and debates. Moreover, students can also participate in recreational activities like art and physical education which contributes to the overall mental and physical development of the student. 

Also Read: Massive Open Online Courses

One of the greatest advantages of online classes is their accessibility from anywhere around the world. Students can simply log in from anywhere and gain access to learning material from the convenience of their homes. Applications like Zoom and Microsoft Team have allowed students to easily attend their lectures without having to leave the safety of their homes. Thus, online classes provide the distinct advantage of location flexibility.  

However, offline classes require students to travel to the location of their educational institution. Teaching takes place in a fixed location which would typically comprise a lecture hall or a physical classroom. Additionally, certain students may need to travel far to reach their respective educational institutions and this may cause a great deal of inconvenience.

Students who attend online classes are faced with the big challenge of time management . Online learners are typically distracted by a multitude of tasks and they lack a proper schedule. Since online classes provide the advantage of self-paced learning, students may not have a proper schedule and may succumb to the habit of procrastination . Moreover, students are required to stay logged in to their online classes for an extended period of time which may lead to students surfing the web for distractions or checking their social media pages. 

In the case of offline classes, students have to adhere to a strict schedule that has been set up by the teachers. Furthermore, since there is synchronous learning, students will be required to complete their work and projects on time.

The flexibility of classes is the main highlight of online classes. It allows students to set their own learning pace without any additional pressure. Additionally, since students have access to recorded videos and online reading material, they can easily attend lectures as and when it is convenient. It also gives students more time to digest the study material and complete their work or research at their own pace. 

On the other hand, there is a certain amount of rigidity when it comes to offline education. Students are required to attend their lectures or sessions on time since there are no pre-recorded videos or notes that are easily available to the students. Hence, students are required to follow a predetermined and strict schedule as set by their educational institute. 

Also Read: Pros and Cons of Online Learning Speech

Contrary to the popular belief that there is hardly any interaction between students and teachers in online education, there is an ample amount of interaction between students and teachers over the online platform. Online classes allow students to get in touch with their teachers no matter the time or location. Online classrooms also allow two-way communication which significantly influences learning. Moreover, student-teacher interaction in online classes may be both synchronous and asynchronous. 

There is face-to-face interaction in the case of offline classes, especially because teaching is synchronous. There is active communication between students and teachers which allows for lively discussions and debates between them. Moreover, it allows students to immediately address their doubts and receive quick feedback. Teachers are adapting to different methods of teaching to engage students.

Online classes are always challenged by technical issues. Access to proper electronic equipment such as webcams, microphones, headphones and computers along with a proper internet connection is a mandatory requirement for online classes. Additionally, technical issues such as slow internet connection or lack of availability of proper technical infrastructure may interfere with seamless learning. Moreover, students may face difficulty in attending live lectures or downloading videos or online notes. 

On the other hand, Offline classes, are rarely threatened by technical issues. Students and teachers are not required to be exceptionally tech-savvy and since most learning occurs within the physical classroom, technical issues are not a major issue except for any lessons that require presentations or computers. 

Online education is purely theoretical and takes place entirely online. This scarcely allows students to take part in the practical aspects of learning which is an equally important part of education. Subjects like chemistry , physics , biology , art and sports require students to be physically present and conduct live experiments or actively participate in the activity. 

Offline classes provide a stimulating environment that combines both theoretical and practical aspects of learning, unlike online classes. This contributes to the overall cognitive and skill development of the students. Practical learning allows you to learn and quickly adapt to daily challenges and scenarios and allows you to get a better understanding of lessons. 

Watch this video to understand the Pros and Cons of an Online Degree right here!

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Offline classes, as opposed to online classes, provide a stimulating environment that incorporates both academic and practical components of learning. This helps students’ overall cognitive and skill development.

Offline learning is preferable since it allows you to engage with other students in a more natural setting. You can ask questions, solve tasks, and receive personalised feedback from your teacher. Another benefit of offline classes is that they are more dependable.

The distinction between online and offline communication is traditionally viewed as a distinction between computer-mediated communication and face-to-face communication (e.g., face time). Offline is reality, while online is virtuality or cyberspace (i.e., real life or “meatspace”).

Online Classes vs Offline Classes which one do you prefer? For more information on such informative topics, visit our school education page and follow Leverage Edu .

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12 comments

Online classes is better than offline class in this covid19 pandemic situation

Hello Nasrin, We totally agree with you and believe that online classes do have their own share of advantages too. Here are some recommended reads that you can check out on the same: https://leverageedu.com/blog/online-learning/ https://leverageedu.com/blog/online-courses/ https://leverageedu.com/blog/online-classes-are-the-new-normal/

Very nice content

Acc. 2 me offline is better. As it boost 😤 Student confidence nd to talk freely with his /her teacher. As in online one can ask ques privately, perfectly clear doubt but isn’t it lower confudence . As he /she can ask his/her ques. But in future while in any situation when he /she need to do some open conversation or any other situation. He /she can’t able to do it perfectly. To b good there strt it frm starting.

Me offline class is best 🙂 Thank you

Hey Deepanshi, offline and online courses both have their merits and demerits. Glad to know that you find offline better!

In my opinion offline classes is best way of learning ☺️

Thank you for the comment!

The information you’ve shared in this blog is highly remarkable. Thanks for sharing quality information.

Thank you for such encouraging feedback. We are continuously working hard to bring all the important information for our readers regarding study abroad queries. If you are interested in knowing more about such study abroad related services call Leverage Edu anytime at 1800 572 000 for a free consultancy session.

Online classes make Health issues, spending so much time in front of computer cause bad affects on health But in Physical Offline Classes are very much better than online classes in my opinion, when you meet peoples physically your mind get open and with physically connect with teacher gets your study perfect. OFFLINE CLASSES ARE THE BEST in terms of everything

Well , i have a question though . what about introvert students ? Who are too shy to approach to the teacher , they are much more comfortable in online , aren’t they ?

Online classes are undoubtedly great for introvert students. But if you’re an introvert and you take offline classes, you will be able to build courage and confidence which will prove beneficial in the future.

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