Abstract

Given that most research in online discussion addresses asynchronous discussions and that middle school students receive little opportunity to engage in sustained, substantive dialogues, there is a need to develop and pilot ways to instructional support students in sustained, online synchronous discussions about public policy issues such as why nations go to war. This article presents: a blended learning instructional model for an online synchronous discussion that was developed and piloted; instructional and logistical issues raised with the model; suggestions on conducting interschool online discussions to promote students’ online voice; and, samples of students’ thinking about what justifies war.

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