Transcript online communication - Prince George`s Community College

Communication Issues in the
Online Classroom
Dr. Diane Finley, Department of Psychology
The Online Express
Prince George’s Community College
Fall 2000
THE ONLINE CLASSROOM
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Asychnronous – not real time
– Can take longer to identify conflict and to reach consensus (keep group work in
mind)
An uncertain environment
– Don’t know anything about others, except what they share
– Differing levels of comfort with the technology
Unstructured communication situation
– Relies entirely on text
– Messages are often blunt; people are often less inhibited
– Can escalate quickly into flaming
– No nonverbal to either soften words or signal potential conflict (research has shown
that the nonverbal element is the most important source of information of a
communication)
– The text is temporary and can disappear from the screen
– Greater potential for misunderstanding since we don’t know any characteristics of
other learners, except what they self-disclose (face-to-face is difficult enough)
– Words can be fuzzy and carry multiple meanings
ONLINE COMMUNICATION
• Set up parameters for
responding to email. 24-48
hours is reasonable
• Announce when you will
not meet these parameters
• Set up areas for content
and procedural questions
so you only answer them
once – use an area that has
common access
• Structure communication
so it is not just two way
(you and each individual
student). Use students to
manage discussions
• Timely and personal
feedback are critical
• Remember that what you
write is not private and
could become public
IMPORTANT ISSUES
• Building the
community is critical
• You need to model as
well as create
opportunities for
interaction
• Create a welcoming
environment
• Set up do’s and don’ts
• Read everything and
respond privately
EARLY ON if the
posting is
inappropriate
Keeping Discussions On Topic
• No available research literature
on keeping online discussions
on task
• Responsive moderation is key
to keeping discussions on task.
Students can be moderators
• Detailed instructions prior to
beginning discussions are
useful
– Carefully designed
questions
– Rules of interaction that
eliminate off-topic
discussion
• Suggested guidelines
– Remind students that they are
to stay on task
– Provide alternative area within
the classroom where other
discussion can occur
– Present rules of conduct prior
to beginning and in an area that
can be easily accessed
– Privately deal with students
who ignore the rules
– Monitor all posts to head off
problems
– Provide guidelines for and
samples of good answers
PLEASURES
• Thoughtful answers from students,
indicating that they have spent time with the
course material
• High percentage of students who participate
• Students demonstrating interest in the
material by doing more than what is
required
PITFALLS
• Inability to see students and thus you can’t
tell when someone is not getting it
• Enormous amounts of time spent reading
and responding to email (underestimating
how much is required)
• Underestimating the difficulty of teaching
difficult concepts “blind”
PROBLEMS
• Technology, technology, technology!!!!
• Some students have little experience with
the technology and you spend time teaching
this rather than the subject content
• Misconceptions by students about the rigor
or online courses
• Student who expect you to be on duty 24/7
DO’S AND DON’TS
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Personalize the environment
Encourage introductions – introduce yourself
Use names when addressing responses to students – comment on personal
things they have mentioned
Use an informal writing style but model correct grammar and spelling
(otherwise you will get unreadable garbage) – be aware that students cannot
see your nonverbal behavior – avoid sarcasm
Refer to good comments made by other students
Be visible in the classroom - you can do this without dominating but students
like to know that the instructor is there
Establish clear guidelines for participation in conferences areas – give
appropriate weight in the grading scheme to participation –
conferences/discussions move online courses beyond “correspondence”
courses – emphasize that what happens in the classroom is private
NETIQUETTE POINTERS
• Keep posts brief and to the point. Use short
paragraphs – they’re easier to read
• When replying to messages, quote any pertinent
sections of the original message. Do not include
the entire original message.
• Discourage posting of messages such as” I agree”
• Do not type in all caps (think shouting)
• Discourage extensive use of emoticons and online
abbreviations
MY HINTS FOR SUCCESS
(or what has worked for me)
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Encourage students to seek technical help from the College personnel as soon
as any problem occurs (this is especially crucial in the first week).
Respond to each student autobiography or introduction with a warm welcome
– it sets the tone
Make sure the syllabus and assignments are up the day the course begins and
that they are clear. Be sure to open conferences or post other assignments by
the date which you promise. Many students are on tight schedules.
Always respond to questions promptly. I recommend responding within 48
hours.
Let students know if you will be off-line for ANY length of time.
Create an announcement area where you will post weekly (or more frequent if
needed) updates and information that comes up. Try to include information
about the discipline there as well as the nuts and bolts.
Maintain the same rigor as in a face-to-face situation.
Be a little flexible – technical glitches do happen – but maintain deadlines.
Give feedback on a regular basis – students like to know how they are doing.
Keep a sense of humor!
TYPES OF COMMUNICATION
• Content-related
Lectures, assignments, clarifications, discussions, summarizations of
discussions
• Process-related
Directions for sending assignments, syllabus information, how the-class-will work
• Technical Tips
software tips, how to navigate the class platform, how to send attachments, how
to cut and paste
• Behavioral Guidelines
plagiarism, code of conduct, netiquette
• Responses
answers to questions and assignments, feedback
CHALLENGING SITUATIONS
Conflict between students
Can escalate and damage the classroom climate
Need to respond effectively
Types of Conflict
communication failure
personality clashes
value and goal differences
responsibility issues (in group projects)
Responding to Conflict
• Use descriptive language when discussing
the issue
• Set limits
• Offer support (give positive reinforcement
to examples of positive communication)
• Use relationship reminders
• Be specific when discussing conflicts
• Defuse the tension