ABSTRACT
This chapter examines strategies for developing meaningful discussions in online history courses, both between professor and student and between the students themselves. It argues that discussions become especially meaningful when they promote historical thinking, are rooted in inquiry, and stimulate a critical dialogue. In addition to examining common expectations and challenges associated with online discussions, the chapter puts forth several strategies for drafting prompts that can yield more meaningful results. Included in the discussion are avoiding “fact-finding” prompts, asking students to argue from multiple perspectives, and incorporating primary sources and digital media.
