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Building a Sense of Community in the WebTycho Classroom - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Building a Sense of Community in the WebTycho Classroom
Jerald Levine
Adjunct Faculty
Graduate School of Management and Technology
Published: 0 2004
Category: » Online-pedagogy » Facilitating-student-communities
When people physically meet in a classroom, a sense of community can flow naturally. This sense of
community contributes to students finding support, success, and satisfaction in their learning
experience. A sense of community is even more important in the online classroom but requires special
effort to create it.
What do we mean by a sense of community? I expect there would be several closely related definitions
that capture the subtleties and essence of this relationship. After all, communities are about
relationships. They provide a sense of belonging. They reflect common interests. A communion in a
religious and secular sense is an act of sharing or exchanging ideas, thoughts, opinions, and feelings.
In addition, community denotes common ownership and participation in the day-to-day activities of the
community. With that working grasp of what a community is, we can explore how one might create a
sense of community in the WebTycho classroom. The following is what I have done to try to instill a
sense of community in my online classes.
My training for online teaching very effectively moved me in the direction of community building,
particularly through use of three topics I continue to use in my "Getting Started" conference:
Introduce Yourself, Name the Cyberbar, and Course Expectations. In my "Introduce Yourself" topic, I
ask my students what they like to be called ― other than "Dude" or "Girlfriend" so as to avoid
confusing one another (ok, ok, but it keeps it light!). I ask them to share some biographical information
with all of us, and to respond to three classmates' bios. I respond to the students as well, addressing
them by the names they prefer and finding some small but unique point of connection to each. This
starts the process of building relationships. Students are able to engage classmates and discuss
commonalities and experiences, which increases their comfort level, especially if new to the online
environment. Shared interests are discovered. A sense of connectedness develops across the "cyber
divide" as classmates get to know each other and are perhaps reassured they can ask for and depend
on one another for assistance.
My "Name the Cyberbar" main topic encourages the students to express their senses of humor and to
be original —Anyway, who wants to "hang out" in a place called "ADMN601 Lounge"! The exercise
moves students in the direction of "let your hair down, be yourself," and it helps them begin to develop
shared as well as individual online personas. In various semesters, they've proposed, thrashed out,
and voted on the winning cyberbar names, "Cyber Perk Café," "Spill It Cybercafe," and "Kick Back
Shack." But it isn't the name that ultimately is important, it's the process.
My third Getting Started topic is "Course Expectations." I ask students to discuss what their
expectations are for ADMN 601, what their expectations are for the instructor, what their expectations
are for each other in the course. This can effectively help set high standards and a positive tone for the
semester ― hopefully a self-fulfilling prophecy. (Of course, I particularly liked the post that said, "Love
your Instructor... Have compassion for your instructor... Revere your instructor," although I am
uncertain whether that became a self-fulfilling prophecy!!!) This topic establishes students' shared
Building a Sense of Community in the WebTycho Classroom - DE Oracle
comfort level with what they'll need to do to be successful in the class; they put each other on notice
and establish accountability. This is an important part of establishing community: understanding the
laws of the land and offering commitment.
By the end of the first week, the students are familiar with and accustomed to communicating with
each other. I am an active participant in the Getting Started Conference, so the students are likewise
comfortable and at ease with me, and we've established a rapport. The cornerstone of our online
community has now been laid.
Course structure and design also contribute to creating a sense of community online. In my classes,
the Study Group is an instrumental feature in this respect. Study Group membership provides and
encourages more intimate working relationships. Group members share and exchange ideas, opinions,
and feelings about the course material and work together on assignments, etc. The sharing is
extended to the entire class as the groups post their work in the class conference. Some Study Groups
opt to use the chat room; this communication in real time can enhance their own community building.
Weekly conference topics that require students to post and respond to classmates' posts on germane
topics continue the communication stream and strengthen the online class community. I also
sometimes use a "generational" community-building technique to close a discussion, by presenting
issues raised by some of my previous students.*
The confluence of the interaction that takes place in the online classroom is the creation of feelings of
trust. This sense of trust not only greatly contributes to the sense of community but it stimulates a
willingness to spontaneously share relevant experiences, ideas, articles, URLs, and even a joke or two.
The development of trust provides the center beam of the cyber classroom.
The mutually reinforcing walls of the online learning community are regular participation; freedom to
inquire and explore; an expanding understanding; and ultimately, "ownership" of both the classroom
and the course material. Students' level of effort and willingness to actively participate in their Study
Groups and class conferences are instrumental in fostering a positive learning environment and a
community of practice within these cyber walls. The net result of community building efforts in the
WebTycho environment ideally is a class that is engaged, interested in the material and learning, and
comfortable "hanging out together" in the online classroom.
*Permission can be obtained as appropriate, and traceability can be provided while maintaining privacy,
by including the students' initials and dates next to the items included in a collection of comments.
About the Author(s)
Jerald Levine is currently a Senior Management Analyst with the Federal Emergency Management Agency (FEMA) and has
taught planning, management, and organizational decision-making as an adjunct at UMUC for over 23 years. He has had
extensive experience in leading performance-based management efforts at the Departments of Justice and Education, as well
as FEMA. His change management and program planning/performance initiatives have been repeatedly recognized at state
and federal government levels for their excellence in meeting both operational and cost objectives as well as for their wide
ranging value to the commissioning and related agencies.
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Using WebTycho to Enhance a F2F Class_combined - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
*Real Video (http://marconi.umuc.edu/ramgen/GS/wt/facdev_q1.rm) |
*Real Audio (http://marconi.umuc.edu/ramgen/GS/wt
/facdev_audio_q1b.rm) | Transcript
*Real Video (http://marconi.umuc.edu/ramgen/GS/wt/facdev_q2.rm) |
Using WebTycho to Enhance a F2F Class
CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2004
Category: » Online-pedagogy » Teaching-strategies
The Graduate School made a commitment in 2000 to provide a WebTycho online classroom to every
face-to-face (F2F) class, and asked all its faculty to find ways to use the online classroom to enhance
their F2F classes. The principle reasons for this commitment were to enable all graduate students to
have ready access to online resources (e.g., UMUC's library resources) and to promote information
literacy for all graduate students.
Faculty who are new to using WebTycho to enhance a face-to-face class often express questions and
concerns about how to get started and how to get student buy-in. This article addresses these frequent
questions in video and audio format -- with transcripts provided.
We asked two veteran faculty members, Dr. Maggie Elgin (#elgin) and Dr. Ted Field (#field) , to answer
these frequently asked questions from their own perspectives:
1. How do you get started using WT in your F2F classroom? (#q1)
2. In what ways can you use WT to support your F2F course? (#q2)
How do you help students get started using WebTycho in the F2F class setting (#q3) (especially
those who specifically want the F2F experience or don't want the online experience)?
3.
*If you have
difficulty viewing or
hearing the video or
audio segments
below, you may
need to download
and install the latest
version of basic
RealOne Player
(http://www.real.com
/realoneplayer.html)
from RealNetworks.
(Look for the basic
Free RealOne Player,
not the Free Trial.)
Question 1: How do you get started using WT in your F2F classroom?
Question 2: In what ways can you use WT to support your F2F course?
Using WebTycho to Enhance a F2F Class - DE Oracle
*Real Audio (http://marconi.umuc.edu/ramgen/GS/wt
/facdev_audio_q2b.rm) | Transcript
*Real Video (http://marconi.umuc.edu/ramgen/GS/wt/facdev_q3.rm) |
*Real Audio (http://marconi.umuc.edu/ramgen/GS/wt
/facdev_audio_q3b.rm) | Transcript
Question 3: How do you help students get started using WebTycho in the F2F class setting?
Biographies of Participants
Dr. Margaret A. Elgin
Dr. Maggie Elgin began her teaching career with UMUC Graduate
School in 1990. She has continuously taught ADMN 638
(Research Methods for Managers) since then. In addition, Dr.
Elgin currently eaches UCSP 630 (Introduction to Research and
Statistics) and ADMN 688 (Marketing Intelligence and Research
Systems). She received the UMUC Stanley J. Drazek Teaching
Excellence Award in 1995.
Dr. Elgin is a graduate of the University of Maryland, College
Park. She earned her doctoral degree in education with a
concentration in research methods and statistics and business administration. She has a master's
degree in psychology and a bachelor's in sociology. She currently directs the Educational Research and
Analysis department at the National Association of Home Builders.
Dr. Ted Field
Dr. Ted Field is Program Director for the Not-For-Profit
Management track and course manager for ADMN 601 (The
Manager in a Technological Society). He currently teaches the
Doctoral course DMGT701 (Epistemology and Research
Methods); OMED 610 (Digital Information Literacy for K-12
Educators); and ADMN 635 (Organizational Leadership and
Decision Making). He has taught in the Graduate School since
1996.
Dr. Field took his Ph.D. in Development Sociology from Cornell University after spending many years in
Africa, first as a Peace Corps Volunteer, then in Botswana, Somalia, and Mozambique as a development
expert. Dr. Field is Chair of the Board of Directors of Heartlands International, a nonprofit group
dedicated to facilitating community development worldwide. He also serves from the board of the
Nonprofit Academic Centers Council (NACC) as a member of NACC's Curriculum Guideline and
Membership Development Task Forces.
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Using WebTycho to Enhance a F2F Class - DE Oracle
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Using WebTycho to Enhance a F2F Class - DE Oracle
DE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Transcript - Question 1
CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2004
Category: » Online-pedagogy » Teaching-strategies
Main Article:
Using WebTycho to Enhance a F2F Class
Q1: How do you start using WebTycho to enhance a Face to Face Class?
Participants: Dr. Maggie Elgin and Dr. Ted Field
Maggie: I got started in WebTycho very, very slowly about three years ago when a mandate came out
that said with our face-to-face classes, we had to use some WebTycho enhancement. And, of course,
the Graduate School, I now realize in a wise way, didn’t define that for us. So I didn’t know what that
meant. I learned how to sign in and get into the shell for my course and kind of explored. (I felt like I
was the first woman landing on Mars.) I tried to find my way around it and saw the class
announcements and saw the menu on the left-hand side, saw... that we could have conferences. I
could actually post all my course handouts. I could send the students to the [online] library, all of that.
I’m a very non-technical person, so it was very scary for me at first, getting in there. I think the only
reason I did was because the Graduate School said that we had to do it. And so, I got in there and
learned some immediate things such as there is a self-help menu option you can [easily access]. And I
discovered much to my pleasant surprise that my questions were actually there. They have a very good
index. And answers to my questions were there. And they prescribed for you how you would set up a
conference or post a class handout.
I also found that I was assigned a distance education coordinator and that was somebody who was
right there and met my just-in-time learning needs. She responded to my questions right away. So,
I’ve had a lot of good coaching and prompting. And that really got me started. I got in the classroom
and just did what a lot of people do; I kind of played around a little bit. And almost by trial and error I
figured out what I could do. And with the coaching support, it began to seem not so foreign and
technological, but a tool that could make my job easier and add information for the students.
Ted: That’s interesting. I got into [web-]enhancing my courses in a totally different way. I had been
teaching online — the whole course online — and then when we had the ... request that we start
enhancing face-to-face, I moved from my fully online course into one that was a face-to-face
equivalent. So I already had a lot of the training and knew how to do the postings and the conferences
and the study groups.
My challenge was how do I then take that into a face-to-face environment. When I did that, I
discovered quite to my amazement that it really simplified my face-to-face teaching because I was
using the WebTycho portion to manage all of the class, so I could really focus on the content in the
face-to-face. It also enhanced my online component because the conferences where we can have
Transcript - Question 1 - DE Oracle
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weekly discussions in the class were enhanced or reinforced by face-to-face [discussion]. I was thrilled
to finish a couple of those classes and recognize those were probably some of the best classes I have
ever taught.
Maggie: WebTycho does make it easier.
Ted: Oh, it is much easier. The students were much more engaged. I was challenged, but in a nice
way. I didn’t find myself at all bored in what I was doing; I could explore both [the online and the f2f
component]. I could actually get students talking about the implications of online communication in
terms of management, because they were doing it. And it was not an academic exercise; they actually
had to do it as part of their class work. So, they were very exciting classes.
Maggie: One of the most, I think, intriguing and rewarding times for me was one night in class where
we were really into a discussion about sampling. It was ten o’clock, we had to go home, we were
getting brain-dead. But we were still [engaged], I could tell; the students' appetite for the information
was whetted and so was mine. I told them we’d pick up the discussion tomorrow in the WebTycho
conference area. The first thing in the morning I set up a little conference and people jumped in there
and we continued the discussion over the weekend. It really was a good example of just-in-time
learning. People were ready to learn and they got the information.
Ted: I’ve done the same thing. We have had conversations which have gone the whole semester
almost seamlessly from face-to-face to online. It has been so exciting watching students start leading
those discussions. I could participate in those discussions, in some ways, as a peer. I mean, we teach
adults and we are adults also, and we were all discussing the particular issues together. I could bring
my expertise into it, but I could do it as a peer. And there’s just something about the magic [of
combining] the online and the face-to-face, which I recommend for anybody to try it. I really would.
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Transcript - Question 1 - DE Oracle
DE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Transcript - Question 2
CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2004
Category: » Online-pedagogy » Teaching-strategies
Main Article:
Using WebTycho to Enhance a F2F Class
Q2: In what ways can you use WT to support your F2F course?
Participants: Dr. Maggie Elgin and Dr. Ted Field
Ted: First and foremost, I use WebTycho for the ease of the administration of my courses. I have
students submit all their papers on it. I use the library e-reserve feature. What that does, it puts some
of the course functions into the hands of the students. I have to administer the class much less, and
when I’m in the [physical] classroom, I can spend most of my time teaching.
Maggie: I use WebTycho, Ted, to supplement the entire course. I post class announcements in there
between sessions. And I set up conferences. One of my favorite things to do is when a class session is
over and there’s a leftover conversation, we can pick it up the next day or for the rest of the week in
the WebTycho conference. So, I use the conferences. I post many of the course materials, the
syllabus... All of the course handouts are posted in the course content area. I do use the reserved
readings from the library. I use [WebTycho] for the entire business of my class.
Ted: Yes, I use the conferences, also, to keep a dialogue going throughout the week, the semester,
rather than all face-to-face. You show up [online] and have to revisit the last week, some small
discussion that can sort of turn over.
And I like using the announcements to link the students into, say, newspaper articles, current events,
things that might be important. And I’ve been able to generate some special conferences doing that. I
think [students] appreciate that; it keeps the class current. WebTycho keeps students busy, it keeps
them discussing, and it allows me, again, to focus on the content.
Maggie: It keeps the course very current. I think it’s really important to use that class announcement
area to let folks know that there’s now new information posted in the conference area or the course
content area.
Ted: I [update announcements] just once a week, give them some heads-up on what to expect. I may
put in a quote that I can find. I had a Milton Burle quote that I put in my last week’s conference, and
some of the students sent me emails on how much they appreciated it and what a giggle they got from
it. The quote had something to do with teamwork. (They’re in the middle of team projects right now.)
But [I take advantage of] that [immediacy] and really ...having the tools, again, to manage the whole
course.
Maggie: I do use [my WebTycho classroom] to provide students with all of the supplemental materials
that I normally in past years have carried into the classroom and duplicated and passed out. Now they
can go on WebTycho and download it themselves. I can go into the classroom light ‘n lively, I’m not
Transcript - Question 2 - DE Oracle
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carrying 20 pounds of paper.
Ted: I particularly like using the grade book function where students submit their assignments online.
... It’s date stamped. I don’t lose papers taking them to the car. And students can’t claim that they
passed it in if it’s not there. Maybe the computer eats the homework occasionally, but I’ve had no more
dogs eating my homework excuses since I’ve been teaching online.
Maggie: WebTycho is a good, I think, overall supplement to a face-to-face class. I think it gives
students additional information above and beyond what we have time to accomplish in the classroom.
Ted: It’s absolutely powerful. It’s increased the power of my teaching ten-fold...
Maggie: I agree.
Ted: I can just focus on the content. I can focus on the interactions. And students have all the
materials there available to them.
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Transcript - Question 2 - DE Oracle
DE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Transcript - Question 3
CSI Staff
Staff Writer
Center for Support of Instruction
Category: » Online-pedagogy » Teaching-strategies
Main Article:
Using WebTycho to Enhance a F2F Class
Q3: How do you help students get started using WebTycho in the F2F class setting?
Participants: Dr. Maggie Elgin and Dr. Ted Field
Maggie: One of the ways I use [the WebTycho classroom] that supports the students using it is that I
never go in there and do anything for the class that I don’t tell them about what I’m doing. I always
start in the class announcement area and tell them there’s a conference that they need to participate in
between now and a certain date — the next week of the class, for example. Or there’s some additional
information that’s been posted in the course content area.
So, I think supporting the students through [giving] a lot of information in the class announcement
area, letting them know what else is in WebTycho for the class, is very useful to them.
Ted: I use the announcements in the same way. And I also build some redundancy into the classroom.
If I did an announcement, sometimes I’ll also send a shorter announcement by [the WebTycho class
list] email, just to let students know where to find things, what to expect. Particularly for the new
students who are also learning their way through this, I find that helps tremendously. So, I guess as
I’ve been supported, this has enabled me to be supportive of students in meeting the objectives of the
course.
Maggie: Yes. When we first started using WebTycho to supplement our face-to-face classes, I
remember talking to the students and kind of trying to help them ease into it. I teach a research and
statistics course, and students are always scared to death when they arrive in the course. They want a
lot of handholding, they want to see me and be around me. I think that they feel that is coming across
as supportive. So, I talk to them [about the WebTycho component]. I actually send them an email
before the class starts and talk to them about the fact that it is WebTycho-enhanced and I give them
some examples of what that means. And then we talk about that on the first night of class.
And they have a schedule... What I’ve done in the past is have three of my 14 or 15 classes fully online
[midterm and final exams and one session that lends itself well to online discussion]. They know about
that well in advance. I always ask them how many have had experience with online WebTycho learning.
I’ve been asking them that question now for over three years. Semester by semester I’m seeing more
and more people, more and more students that now are familiar with WebTycho.
Ted: So, you’re seeing less and less resistance to the use of WebTycho?
Maggie: Less total resistance. But I almost always have one student who says, “I thought I purchased
a face-to-face class and that’s what I want.” But I do remind them that it is a requirement of the
Graduate School that all classes be web-enhanced and that I think they will see a lot of me — maybe
more than they want! — and that they will see that the WebTycho really does supplement and enhance
the course, and that it is really very user-friendly.
Transcript - Question 3 - DE Oracle
Ted: I do that and I give some very specific pointers to them: One, developing the expertise of being
able to do something online looks awfully good on a resume. And it really helps in terms of their jobs;
they can learn how to manage an online team, for example. And quite a few of the students pick up on
that.
Another point, it sounds like a little thing, but it’s not a little thing: When the weather turns bad and
you teach at night, sometimes if you could do something online rather than have to drive or get caught
in the traffic; many of the students are very appreciative of that.
And the third point is the library. I’m getting more use of and better use of library resources through
the link in the classroom.
So, [I point out] some very pragmatic [advantages of WebTycho]: not having to drive in every night,
particularly as the weather gets bad; it’ll enhance their careers; they can add it as a skill that they’re
developing; and, again, I think it’s enhancing their intellectual abilities through the use of the library.
This approach works well.
Maggie: Yes, I agree.
One of the things I consider one of my challenges right now, as an online/face-to-face instructor, is
how can I show students online the support that I show them in the realtime classroom? How can I
communicate that level of support? I’m right there for them in an online version; one of the ways to
[demonstrate] that that is really simple: check into the WebTycho classroom and get back to people
quickly, so that when they send out a message they don’t feel like it’s gone into a black hole. [When]
students get a pretty quick response, they know you’re there and that you’re available through the
WebTycho communication.
Ted: Absolutely. I go online every day, but some days, I’m just checking, it’s for a very short period of
time. But it enables me to put up an announcement, respond to a [question], and simply say "I’m
available for you." (Students also have an office phone number they could call [to get] an immediate
response from me.) It makes a very big difference and it doesn’t cut into my time. It enables me,
again, to establish that really special relationship that an educator has with a student, to establish it in
a virtual environment in a way that I can still keep their focus on the course objectives. And it doesn’t
take that much time.
Maggie: One of the things the Graduate School shared — they did some research in online learning
and teaching — one of the things they shared with us at faculty meeting that I found really helpful was
the whole idea of "leaving tracks."
Ted: Yes.
Maggie: I think it’s really easy to go into [the WebTycho classroom], and [if] the students, (hopefully)
are caught up in a conference between themselves, [not to interrupt]. It's always great to see [the
student-student communication]. But you’ve got to jump in there from time to time. When the students
are going back and forth with one another, you don’t have to respond to everybody at that point. But, I
think getting in there and showing them that I’m following this discussion and adding my own two
cents shows them, again, that this course online doesn’t exist in a vacuum. The instructor's right there.
She’s looking in. The students are in there talking to one another and we are honestl
Quality Conference Responses - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Quality Conference Responses
George Harding
Adjunct Faculty
Graduate School of Management and Technology
Published: 0 2004
Category: » Online-pedagogy » Classroom-communication
One of the objectives each instructor in a master's program should have is to improve the student's
writing skills. The online classroom is an excellent medium for doing this since all of the student's
responses must be written. As part of the introductory materials for my course I instruct my students
on the rigor that I desire in their responses.
Athletes practice to get ready for official sporting events. If they do not exert themselves (put forth
their best effort during practice), they will not be prepared for the official events. As such, each
effort/response should be a best effort. Without such practice, students, like athletes, will not be ready
or prepared when required to produce quality writing on the job.
Major items that I stress in my classrooms in an effort to improve the student's writing skills are:
Avoid excessive postings that do not add value to the discussion.
Responses should add value/substance to the discussion.
Don't restate what has already been stated or add "me-too" comments.
Avoid last-minute responses, which, because of timing do not allow the instructor and fellow
students to properly comment upon them.
Avoid responses that are too pedantic, too technical and/or contain too much jargon (especially
from military students whose vocabulary often includes acronyms unfamiliar to non-military students).
Change the title of the response to reflect the major point of the response.
Define each acronym the first time it is used in a submission. Avoid misunderstandings by never
assuming that the reader will know the meaning of the acronym.
Facilitate the "threading" of content by responding to the appropriate content and addressing the
person to whom you're responding.
Perform independent research on the topic and cite materials that support your position. As quality
guru Dr. W. Edward Deming used to say in his lectures, "Without factual supporting data, you are just
one more person with an opinion".
Ensure that web links are clickable.
Supply full supporting data for references not available on the web at the bottom of your response.
I manually keep track of the number of web links and references not available on the web and factor
these counts into the student's class participation grade.
To encourage independent research I include a considerable number of references in my comments and
summaries.
Type your responses offline in a word processor to take advantage of the spelling and grammar
checking features of the word processor before copying them into the classroom:
Proofread and edit the copied data as necessary to ensure that none of the characters have been
distorted in the copying process.
Keep a backup copy of the uploaded work for several days in case a problem develops on the
servers. This provides you the ability to reload data that may be lost.
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Unless necessary, do not submit attachments, since they require extra work to read and impede the
ability to follow a thread.
It is important that these guidelines be published at the beginning of each class and enforced during
the discussions. During the first week of class, I critique the first couple of students who violate the
above guidelines, hoping that the rest of the class will get the message. Except for flagrant violations,
after the first week, I no longer critique violations of the guidelines. However, they do affect the quality
rating of the student's class participation grade.
I encourage every instructor to incorporate the above guidelines in his or her class. In addition, I
recommend that a conference topic be opened in week 1 to enable the students to comment upon the
above items. As one of my students commented in this the week 1 discussion on this topic, "It's nice to
know the rules of the game."
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Managing _Difficult_ Students in the Online Classroom - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Managing "Difficult" Students in the Online Classroom
Susan Ko
Director
Center for Teaching and Learning
Published: March-April 2004
Category: » Online-pedagogy » Teaching-strategies
While the range of student personalities and problems we encounter in the online classroom (the quiet
ones, the nurturers, the take-charge types, the class clowns, and the imaginative procrastinators)
remains pretty much the same as that which we see in the face to face classroom, there are a few
aspects of the online environment that create new opportunities for the "usual suspects" to manifest
their trademark styles.
Let's start out with a cautionary note—take a deep breath and don't overact to student behavior in the
online classroom—many students actually do not realize that they are being obnoxious or rude. This is
particularly true of students who may spend a lot of their free time in instant messaging and public
chat boards—they just may not realize that their banter can seem flippant or rude in the context of an
online classroom.
While one should assume the best intentions, it is also important to note that even one student has the
potential to spoil the atmosphere for the entire class. So it pays to be watchful and work to quickly
forestall any problems that arise in the classroom. While you want to sensitively attend to the individual
student, you must also be mindful of your responsibility to the rest of the students. The following,
adapted from Chapter 11 of Teaching Online: A Practical Guide* provides some pointers for recognizing
and resolving some of the difficulties you may encounter:
Noisy Students
This seems like an oxymoron in the largely asynchronous, text-based communication classroom. But a
noisy student, much like his or her face to face counterpart, spends a good deal of time and energy
trying to distract others, raising issues that are only tangentially related to the topics under discussion.
Such students often create new topic threads when only a reply is really called for and pepper existing
discussion threads with inane comments.
The noisy student often wants a bit of personal attention and a good way to deal with this is to give
him or her a nod via personal email. Also, in the public discussion area, acknowledge the student and
steer him or her back on track, "What you say about X is interesting, Joe, but how would you respond
to Ian's comment about Y?" or "This is an interesting point—we may be able to take it up later, in week
5."
There are ways to deal effectively with the noisy student. Be gentle and remember that the noisy
student may prove to be your salvation when the classroom discussion hits the doldrums and you
desperately need someone to respond to your prodding!
Disruptive Students
A disruptive student is one who is seemingly determined to disturb the actual functioning of the course.
He or she may attempt to take over the class by commandeering the discussion and questioning the
major thrust of your course or some essential aspect of it in the public forum. He or she may answer
Managing "Difficult" Students in the Online Classroom - DE Oracle
questions addressed to you, contradict you, stage a "mutiny" among the students and in some cases,
become abusive. Few students will display such behavior in the face-to-face classroom, but more seem
emboldened to do so online. Luckily, these are few and far in between—nonetheless, encountering such
students can be devastating to the morale and confidence of even a veteran online instructor. It's
important to achieve a balance between asserting your authority in the classroom and overreacting to a
student provocation.
In the most extreme cases, if a student is abusive, threatening or uses foul language, you should
immediately notify your administrator. Copy and save all communications with the student.
However, there are many disruptions that do not rise to that level or that can be diverted and dissolved
before they rise to that level. In fact, there are many creative ways in which students can be
disruptive—here are two of the varieties you may encounter and some suggestions about how to
manage your interaction with them in the classroom. Please note that these are composite examples,
not actual case histories.
Example #1, The Know-it-All
Midway through a course, one of the students, Janet, who had some real-world experience in the
subject, began to answer questions that were addressed to the instructor. At first the instructor had no
problem with this, thinking Janet had some good tips for classmates and so the instructor simply
acknowledged Janet's comments and then added her own remarks. At some point, however, Janet
began contradicting the instructor's information, offered her own website as a superior reference and
suggested that students use it as their guide.
Rather than responding directly to Janet's contradictory message, the instructor simply reaffirmed the
information to all students,
"Although there may be some disagreement by scholars in the field on the details, the general principle
I enunciated remains sound and is the one I would like you to use in this course."
Janet wasn't directly mentioned, and she was able to save face; yet the instructor reasserted the
primacy of her authority and refocused students on the objectives of the course.
Example #2, The Belligerent Student Who Hasn't Kept Up
Andy barely participated during the first part of Professor B's course, but he seemed suddenly to
reappear, apparently angry that he was finding it hard to catch up with the class. He posted angry
messages in the public classroom that reflected his very real frustration arising from his lack of
understanding of what was going on in the class.
"What's this supposed to be about?
I don't get it. What's the point of this assignment?"
In a case like this, Professor B should ignore the emotion in Andy's comments in the classroom but still
needs to address the fact that Andy has posted in the public area. The professor should post objective,
concrete suggestions in reply:
"This concerns Lesson 5. You might find pages 10-25 the most useful."
"Andy, as I mentioned in my previous lecture, this assignment asks you to focus your attention on
Problem 2. See the guidelines for Assignment #1 in the syllabus. All students: If you have specific
questions on this assignment, please feel free to post your questions here."
But Professor B needs to follow this up by emailing this student and being supportive, while still calling
him to account.
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"Andy, I have noted your expressions of frustration in the classroom and have responded. Since you
were somewhat late getting started in the class, you may need to go back and review the lessons and
guidelines. If you need further help, just email me and I will try to assist you."
The subtext of this message is:
I can see you are frustrated, and that may be due to the fact that you didn't keep up with the work. I
think you can do it—go back and try again. If you really don't understand after making a decent effort,
I'm here to help.
A good principle to follow in communicating with disruptive students is to rely on formality—stick to the
question or issue and do not be drawn in by personal comments and challenges. Formality in online
communications signifies seriousness, clarity and firmness to students. It is particularly effective when
it contrasts with an otherwise casual instructor tone.
In closing, it's reassuring to note that most students are motivated to do well in their courses and will
appreciate your efforts to reach out to them. Keep your focus on the class as a whole and that will help
you fine-tune your response to individual students. There is great satisfaction to be derived in finally
connecting with a "difficult" student, and successfully working through issues with him or her will allow
you to maintain a positive learning environment for all your students.
* Susan Ko and Steve Rossen. Teaching Online: A Practical Guide. Boston: Houghton Mifflin, 2004.
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Distance Education Myths - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Distance Education Myths
George Harding
Adjunct Faculty
Graduate School of Management and Technology
Published: January-February 2004
Category: » Online-pedagogy » Teaching-tools
While participating in the Global Faculty Forum (0309FACD1000909), "Challenges to UMUC:
Communication, Compensation and Grade Inflation," from 17-23 September 2003, Christina Mainka
shared with fellow participants a list of "myths" about online learning that students may believe —
along with countering facts — that she provides to her students prior to each class. Based on an idea
from Dr. Chris Sax (Science Director of the School of Undergraduate Studies), Dr. Mainka uses her
Myths to address student perception problems that she regularly encounters in her online classes. She
comments, "The myths have really been a time-saver, and the whining has been reduced to nearly
zero... the list gets longer with every class." George Harding, who has borrowed the idea as well,
concurs.
"Myths About Taking Online Classes," reproduced below, is Christina Mainka's list as edited and
amended by George Harding for use in his online classes. Christina and George offer it to other faculty
for use in their classes. If you have comments on these myths or if you have suggestions for additional
myths that should be added, send them to George Harding via email at [email protected]
(mailto:[email protected]) .
Dr. Harding suggests that the Myths be introduced in a Week One Discussion in your class, along with a
request to students to comment on them and any other introductory materials that you use in your
classroom. Such discussion encourages students to read the introductory materials.
Myths about Taking Online Courses
There are more similarities than differences between online and face-to-face (f2f) classes, including the
material, assignments, and in a modified form, discussions. However, some individuals expect online
classes to be easier than f2f classes. In reality, online classes may be more difficult for some students,
primarily because it is so easy to “forget to go to class” (i.e., log on).
One fundamental difference between the two is the discussions. In the f2f class, all student
discussions take place in real time (in person), so students do not have the opportunity to think about
and research the topic, especially when the topic veers in an unexpected direction; in-class comments
are “top of the head.” In contrast, online class discussions are asynchronous, where students have an
opportunity to think about and research both their own and their classmates' positions, and provide
online and other citations. Thus, the discussion tends to be more substantive. Because of this research
capability, online classes should have more rigor than f2f classes.
Below are a series of prevalent myths about taking online courses, along with the facts concerning the
myths.
Myth 1: My work schedule is demanding and variable (I can't be in a classroom regularly),
so the online format is great for me. All I need to do is hand in homework assignments and
keep up with the reading (I don’t need to waste time in discussions).
Distance Education Myths - DE Oracle
Fact: If you are not an active participant in the weekly online Conferences, you will not successfully
master the class material, and there is a high probability that you will not earn a passing grade.
Myth 2: Online format means I have time for more classes, which should be manageable
after work.
Fact: Online courses require more diligence and heavier participation than their f2f counterparts.
Online course assignments have been designed to require approximately the same amount of time as
you would spend if you were attending a traditional class (class time plus homework time). The savings
are only in frictional costs: transportation time to and from class, class time not directly related to
content -- breaks, chitchat, etc.
The rule of thumb for homework-to-class time for both f2f and online classes: spend 2-3 hours
of homework for each hour of class time. Since this is a 3-credit course, expect to spend
9-12+ hours per week or 1½–2+ hours per day, 6 days a week, to participate in
online discussions and complete the readings and assignments. Note: After work,
sleep, meals, and a modicum of personal time, it is only with utmost discipline that most
people can fit in 2 hours per day for studying. Students must budget/prioritize their time
carefully.
You cannot expect to do well if you drift into discussions occasionally and make a few gratuitous
comments. Plan to log into the classroom 2-3 times each week to add your thoughtful comments to the
Conference. Each time that you visit the classroom, be sure to leave an audit trail (one or more
Responses that document your presence).
Myth 3: Since I do not need to participate in every Discussion, I can take time off from class.
Fact: You are responsible for the material covered in each and every Conference, which may deviate
from the assigned readings. What you get out of a class is directly proportional to what you put into it.
If you do not actively participate in all phases of the classroom, you cheat yourself out of the learning
experience.
Myth 4: After submitting my responses to the Conferences, I need not visit the conference
again that week.
Fact: You are expected to join the Conference 2-3 times a week to read and contribute/share your
thoughts and comments to the unfolding discussions.
Myth 5: I am a working adult with a family and other classes to attend. I like the flexibility of
the online format. Whether I participate or hand in an assignment on time or not should not
affect my grade.
Fact: Although instructors will generally do everything possible to accommodate their students, as
indicated in Fact/Myth 4, you are expected to participate in the Conferences 2-3 times a week — and to
hand in work on time. Pay attention to the Hints for Success (http://info.umuc.edu/de/faculty/rmf/#success)
section of the Read Me First page.
Myth 6: Why think about something another has given much thought to? Copy-pasting a few
paragraphs here and there from the Web saves me time and never hurts anyone.
Fact: Class and UMUC policy (http://www.umuc.edu/policy/aa15025.shtml) are that students are expected to
advance their opinions in their own words and where others' words or thoughts are used, to give
appropriate citation. While the Internet makes it very easy to plagiarize, sophisticated tools are
available that make it easy to catch cheaters. Therefore, students always should be diligent about citing
sources.
Distance Education Myths - DE Oracle
Myth 7: Conference discussions are informal exchanges of ideas, so instructors should not
expect high-quality writing in my topic submissions.
Fact: Just as athletes put forth their best efforts in practices in order to be fully prepared for official
events, the classroom is the place to learn/practice expressing yourself professionally. As such, each
effort should be a best effort. Without such practice, you will not be well prepared when required to
produce quality writing on the job.
Myth 8: I am busier than everybody else in the class, so I can't be expected to contribute as
much to the Conferences.
Fact: Enrollment in a class is a professional commitment/business relationship on the part of the
student, which needs to be treated very seriously. Life events will intrude, but it's the student's
responsibility to make whatever adjustments may be required to fulfill this responsibility.
Myth 9: I am busier than everybody else in the class and my demanding schedule means I
can expect exceptions to any/all of the above myths/facts.
Fact: All students are evaluated using the same criteria. As evident in your online "Portfolio,"
WebTycho does an excellent job of compiling statistics for each individual student on the quantity
(character and word counts) and type of Responses (Response to the main topic versus
Asides/Responses to other students. Portfolio statistics are available to the instructor. In addition,
instructors keep track of the quality of students responses, and many note the number of URL and
non-URL cites provided by their students.
The ultimate fact? To get the most out of your class, participate thoughtfully, professionally,
consistently, and often!
About the Author(s)
George Gordon Harding has taught ADMN640, Information Systems for Managers, in the Graduate School since 1998.
He has been involved with Manufacturing Engineering, Information Technology and Project Management for 35 years, working
for DuPont Merck Pharmaceuticals, DuPont, General Electric and Baumritter Corporation. In addition to his industrial career,
he has taught various math and computer courses as an Adjunct Professor at a number of colleges in the Delaware area. He
earned his Doctorate in Education from Wilmington College, his MBA from the University of Delaware, and his BS in
Management from New England College. Before getting his college degrees, he graduated from the General Electric
Apprentice Program as a Journeyman Toolmaker. He also has 9 years of military experience with the Army and the Air Force.
Christina Mainka has been teaching math and science since 1995 for UMUC's European Division and teaching online
science classes for the School of Undergraduate Studies since 2000. She is a native New Yorker who has lived and worked in
central Germany and now teaches online for UMUC from Edinburgh, Scotland. Her Ph.D. was in applied physical chemistry,
and she has done research work in surface science, including studying the reactivity of noble metal surfaces. In addition to
teaching general and environmental science courses, she does her best to live what she preaches by treading lightly on our
fragile planet.
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Managing Student Expectations of Your Class - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Managing Student Expectations of Your Class
George Harding
Adjunct Faculty
Graduate School of Management and Technology
Published: 0 2004
Category: » Online-pedagogy » Teaching-strategies
Drs. Harding and Dinauer provide the following text to their students early in the first
week's conference discussion, and invite their comments and questions. This is a key
part of a concert of documents and activities these veteran instructors use to clarify
their expectations of students and manage student expectations of their classes.
This text and the linked documents are offered here for use by other UMUC faculty, if they wish, with
appropriate editing for their own particular classes and teaching styles.
Faculty should not link directly to any webpages linked in this document
except the Read Me First webpage, since they are not intended to be
generic. The Read Me First page (see link below) is updated each term by
the Graduate School DE coordintors for use by Graduate School faculty
exactly as-is. The URL remains the same each term.
ADMN640 (or PRPA602, etc.) is a rigorous and demanding class designed to improve your skills and
abilities. To accomplish the objectives of the class, you will be expected to:
Contribute meaningful, insightful discussion in the weekly conferences
Fully participate in a study group
Develop a project
Express your knowledge in the exams
The items listed below are posted in the [Syllabus, Course Content, Conferences, and/or Webliography]
areas of this classroom to introduce you to this course and to articulate my expectations, so that
everyone understands how this particular classroom functions.
APA Guidelines
Class Schedule
Evaluating Resources
FAQ (Frequently Asked Questions)
Myths About Taking Online Classes
Quality Responses
Read Me First (http://info.umuc.edu/de/faculty/rmf/) (link to page maintained by Center for Support of
Instruction (CSI) for instructor use as-is)
Syllabus
Using TFE (Text Format Editor) for Responses
Using HTML for Responses
As you read my responses to your assignments or to your postings in the Conferences, you will get a
feel for the way in which I guide discussion. My objective is to spur you to think more deeply, critically,
and creatively than you might otherwise.
In this class, I would like your conference postings to stimulate the thinking of your classmates. If all
you had to do to master the material was read text and lecture notes in the subject area, I could just
mail you the materials and send a test when you completed the readings. However, there is an
Managing Student Expectations of Your Class - DE Oracle
important reason why we use the technologies that allow us to come together electronically to learn:
knowledge emerges from intelligent dialogue, not just with your instructor but with your peers. My
hopes are that in this class, together, we will generate the kinds of conversations that add value to the
learning experience. As you write your thoughts in the conferences, question if you are adding value to
the discussion.
Each instructor has his or her own style. I like to ask challenging questions in order to get you to
examine your responses more critically and make your arguments clearer and/or more concise. My
comments may appear pointed, as I try to show you potential weaknesses with your arguments and
other alternatives that should be considered. I encourage you to do the same with me and with your
classmates. However, please,
Remember that critical discourse is civil, well-informed, and argues for or against an idea or point, not
a person.
Don't interpret critical questions/comments to mean that your responses are wrong, that I don't like
them or you, or that your classmates don't like or don't respect you.
Don't get distracted by the confrontational connotations of arguments. The more we help each other
think critically/objectively, the more we will obtain from the discourse. The more controversial the
topic, the more learning that takes place.
In a f2f (face-to-face) class, we would be expected to discuss and argue intelligently about the readings
and related topical issues for three hours a week. That is also a good guideline the time you should
spend reading and participating in our online class discussions.
As graduate students you are expected to be able to explain your positions eloquently. Organization of
your thoughts and clear statement of the evidence for your claims is absolutely essential. For an
excellent resource on argumentation (essentially every point that you make is an argument), you might
want to learn about the Toulmin model of rules of rational argumentation (http://www.concentric.net
/~Creyn266/COMM335/Toulmin.htm) .
To maintain a level of readiness required for discussion, you should be reading as much as possible. In
addition to assigned readings, at a minimum, you should read:
1. A major daily newspaper
2. At least one news magazine per week
3. Professional journal(s), to keep abreast of changes, current concerns in your profession
4. Best-selling business books, to keep abreast of evolving management theory
In addition to supplementing your thinking, you will find that reading also helps your writing.
If you have any questions, comments, or concerns after reading the introductory materials, please post
them in the Week 1 Discussion Conference on "Class Expectations". Also, please comment on the value
of this material, any changes that may make it more valuable to you, and what you expect to gain from
this class. Open, honest discourse is critical to the graduate learning experience.
About the Author(s)
George Gordon Harding has taught ADMN640, Information Systems for Managers, in the Graduate School since 1998.
He has been involved with Manufacturing Engineering, Information Technology, and Project Management for 35 years,
working for DuPont Merck Pharmaceuticals, DuPont, General Electric, and Baumritter Corporation. In addition to his industrial
career, he has taught various math and computer courses as an adjunct professor at a number of colleges in the Delaware
area. He earned his Doctorate in Education from Wilmington College, his MBA from the University of Delaware, and his BS in
Management from New England College. Before getting his college degrees, he graduated from the General Electric
Apprentice Program as a Journeyman Toolmaker. He also has 9 years of military experience with the Army and the Air Force.
Leslie Dinauer teaches PRPA602 (Media Communications Techniques) and PRPA603 (Public Relations Research). She
Managing Student Expectations of Your Class - DE Oracle
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received her Ph.D. from University of Maryland College Park, her M.A. from American University, and her B.A. from University
of Wisconsin-Madison. Her primary research and teaching interests are research methods, persuasion and attitude change,
communication theory, and consumer behavior. She is currently studying cognitive structures of attitude concepts. Prior to
her positions at the University of Maryland, Leslie was the President of Envisage Communications in Arlington, Virginia.
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The Art of Feedback - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
The Art of Feedback
Susan Ko
Director
Center for Teaching and Learning
Published: January-February 2004
Category: » Online-pedagogy » Assessment-feedback-rubrics
Years ago, when my students disputed small incremental differences in their grades (why a B+ and not
an A-?) I used to quip, "Remember that grading is an art, not a science."
Feedback, both that which is directly a part of the grading process as well as that which is preliminary
to or supplemental to the grading process, is definitely more of an art than a science. Yet I have come
to understand there are also methods and approaches to be learned that can make feedback more
consistent, reliable, objective and fair, even if it never reaches the level of "scientific."
Recent preliminary findings from UMUC's IRAHE Best Practices study demonstrate that one important
element in student satisfaction is the perception that faculty give "frequent and sufficient" feedback to
students.
Often faculty are uncertain how they can offer constructive feedback without repeating the same stock
phrases over and over again. The following demonstrate techniques that can be used in a variety of
different teaching situations.
Feedback Techniques
Acknowledgement—
This is the online or written equivalent of the classroom nod. But it must be more than a simple, "That's
great" or "Good job." It acknowledges the student's contribution, indicates that the instructor is
listening but also stimulates further discussion. An example of this is the following:
Joe and several others have made the point that _____________, but I wonder if anyone has come across
any corroborating research for this idea?
Reinforcement—
Reinforcement indicates to the student that he or she is on the right track and should continue in that
vein. This reinforcement can be both public or private in nature. An example of reinforcement might be
the following:
This clearly demonstrates your grasp of X, but isn't Y also central to your thesis?
Follow up and elaboration on specific points—
In many cases students make observations but do not adequately follow up on their findings. An
example is the following:
You have made a strong statement here about X, but have you considered the ramifications of your theory?
Can you expand on this?
Correction and Redirection—
This is a type of feedback that offers a critique and might involve correction of a student who is off
track, unresponsive to the assignment or one who has given insufficient attention to the assignment.
It's important to focus on just a few of the most important factors when the student has a multitude of
The Art of Feedback - DE Oracle
errors. An example is the following:
This is an interesting series of observations but they do not seem directly related to the actual assignment
questions. In particular, you have not answered the central question of X. You have also given short shrift
to the question of Y and need to offer sufficient verification of your findings. What resources have you found
to support your conclusions? This paper makes a good start but would gain much by a sharpening of focus.
Open Up Inquiry to Others—
This is a type of feedback that occurs in a public setting in order to facilitate greater participation. An
example is:
Joe has made an interesting comment about the prevalence of cell phones being in some part due to the
circulation of greater wealth in society and this was echoed by Mary's observation on the proliferation of
electronic communication gadgets among the new middle class in China. Does anyone else want to apply
this observation to some of the other developing countries we have been studying?
Summary—
This is another public technique and can be used to help focus student discussion after a busy or
potentially confusing round of messages. An example is:
Joe made an interesting comment that was echoed by Mary…But Lance and Janet have noted that this only
affects a small minority of the population in each country. It seems that we are coming to a conclusion that
this observation does apply to most developing countries.
Suggestions for Further Exploration—
This points the way for students to grow. It is particularly important to include in feedback on major
projects and papers. An example is:
Your paper has thoroughly examined the roots of X. Another area that might have been included here is Y.
At the very least, this would be a worthy subject for future research since it is closely related to the
phenomena you have already noted. There is additional resource material listed under our bibliography that
you can explore on this topic.
Tips for Offering Feedback
Avoid being too terse—give enough information to avoid ambiguity. Students can often misinterpret the
specific references for your comments unless you give adequate commentary.
1.
Be specific and give an indication of when students have taken the right or wrong direction. Assume
that students want to grow and develop in their understanding.
2.
3. Be tactful and cautious when using humor—teasing or even mild sarcasm is easily misunderstood.
Don't over-react to awkward or seemingly rude written student communications—students often do not
realize how faculty might be interpreting their tone. Assume the best intentions and ask for
clarification. Don't escalate—respond to the communicated information and don't respond directly to
what you perceive as negative tone. If the communication is public, respond via private email.
4.
Establish your approach to feedback and make your expectations clear with the first assignment. Give
feedback on the first assignment within a short period of time.
5.
Use multiple methods for communication, depending on what is available to your students and what is
appropriate for the type of feedback.
6.
Don't be distracted by students who raise irrelevant issues in the public classroom setting or in
individual communications—redirect attention to the focus of assignments and include responsiveness
to the assignment as a key factor of your judgment of student work.
7.
This approach is also one that helps in the case of suspected plagiarism—since plagiarism often
introduces something extraneous to the assignment, a focus on the degree of responsiveness can
enable you to critique the work without having to make what are often impossible judgments on
plagiarism.
1. Create rubrics whenever possible to guide students. A well-constructed rubric assists students in the
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creation of thorough, detailed and responsive assignments. It also eliminates many challenges to your
comments and grades.
Depending on the type of assignment, you might use a rubric to provide ready-made feedback and
then simply add individualized comments as appropriate.
Refer back to your course learning objectives whenever appropriate. Helping students understand the
connections between their performance, the assignment and the course learning objectives often gives
students a better sense of the context within which the assignment or assessment is grounded.
1.
When you design assignments, make sure that you provide some opportunities for performance
assessments that allow students to demonstrate and apply their learning and in appropriate cases, to
incorporate real-life examples into their tasks. The latter has particular appeal for adult learners. For
longer assignments, stipulate incremental due dates so that you can provide feedback on each different
task or stage—this emphasizes the importance of process.
2.
Use formatting, color, different fonts, notations in Word or other methods to clearly distinguish your
written feedback and identify to what your comments pertain. Make sure you explain your methods
before the first assignment.
3.
Above all, don't assume students understand your notation system or editing marks and other methods
of commentary!
A true story can perhaps serve to illustrate this:
It took me a few months in graduate school and much embarrassment before I realized that when my
professor wrote "AWK" in the margins of my papers he was not making derisive, gagging sounds of
disgust, but was indicating through use of an editorial mark that I had used "Awkward" phrasing.
UMUC faculty, you might be interested in my upcoming online workshop called, "The Art of Feedback"
in which faculty can explore, through the use of case studies and real-life examples, the varieties of
feedback and discuss the issues that have arisen for them as instructors. For further information,
contact us at [email protected] (mailto:[email protected])
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Ways to Halt Conference Participation - Know the consequences of your actions! - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Ways to Halt Conference Participation - Know the consequences of your
actions!
CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2004
Category: » Online-pedagogy » Classroom-communication
What is the best way to close a WebTycho conference discussion to student postings beyond a
certain date? Here are some suggestions — and cautions — concerning managing conferences with an
eye to pacing discussions, precluding late student postings, and keeping the conferences menu clear
and accessible.
Closing conferences is just one management
style; some instructors prefer never to close
conferences.
Three WebTycho Conference Management options, described below, allow instructors to close student
"Write" access to conferences. Only the method of making the conference "Read Only" is
broadly recommended, because it allows students to retain "Read" access to both the content of the
conference and the related information and statistics in their portfolios. In conjunction with the TIPS
(#tips) also shown below, the "Read Only" method makes "closing" conferences transparent and
user-friendly for both instructor and students.
Make a Conference Read Only This method changes the student access level in conferences from one
that allows both reading and writing to one that allows only reading.
Students DO lose the ability to post in the conference.
Instructors can continue to post, e.g., wrap up a discussion, after closing the conference.
Both instructor and students continue to be able to read and review all postings in the conference.
Both instructor and students continue to have access to conference statistics (including links to their
postings) via their own portfolios.
Instructors retain access to statistics and links on all student activity in the conference.
The action is completely reversible.
1.
Steps
1. Click on Faculty Center on the class menu.
2. Click on Manage.
Click the Edit link for the conference you wish to
"close" to student posts. (See the image at right.)
3.
4. Edit the title to indicate "closed."
5. Select Students Can "Read Only."
6. Click Submit.
**This is the recommended method for "closing" conferences.**
Ways to Halt Conference Participation - Know the consequences of your actions! - DE Oracle
Please see TIPS (#tips) below for ways to make this method most user-friendly for students.
Make a Conference Not Visible to Students
This method removes the link to the conference from the class menu. At the same time, it removes all
references to the conference from all students' portfolios.
Students DO lose the ability to post in the conference because the conference link disappears from the
class conferences menu.
Students also lose their access to read/review all conference posts.
All links are removed from each student's portfolio to their own posts and to their conference statistics
related to their posts.
Instructors retain access to the conference to read or write via the Faculty Center's Manage Conferences
interface.
Instructors also retain access to all conference statistics and links from individual portfolios or All
Portfolios to each student's posts in the conference.
The action is completely reversible.
2.
Steps:
1. Click on Faculty Center on the class menu.
2. Click on Manage.
Click the Edit link for the conference you wish to
"close" to student posts.
(See the image at right.)
3.
Select NO in the section Make Link Visible to
Students.
4.
5. Click Submit.
This option is not recommended because it limits students' access to information either for review
of class discussions or for assessment of their own work in the class.
Delete a Conference
The WebTycho Faculty Guide contains instructions on how to delete a conference that contains no
student posts (http://tychousa.umuc.edu/wtdocs/wthelp/html/conferencefac.html#deleteconference) .
3.
**Please do not delete a conference that contains student work!**
If a conference is deleted, its links and all its contents and statistics permanently disappear from all
parts of the classroom, for both the instructor and the students.
Neither students nor instructor can review conference postings or statistics or portfolio links.
In case of grade challenges or other circumstances, there is no class record of instructor or student
posts in the deleted conference.
Attempts by instructors to compensate for the disadvantages of this method (e.g., recreate discussions
and statistics in other formats) are labor-intensive.
Note: Deleting a conference is an irreversible action.
Conference Management TIPS When Making Conferences Read
Ways to Halt Conference Participation - Know the consequences of your actions! - DE Oracle
Only
Inform students at the beginning of the semester of your intention
to keep conferences open only for a limited period of time. Inform
them again in announcements when you "close" a conference.
1.
Include the active dates of each "closable" conference in its
title, e.g., "Session 9 (4/5 - 4/11)".
2.
When making the conference "Read Only" to close it to further
postings, edit the titleto indicate that the access has been
changed, e.g.,
"Session 9 (4/5 - 4/11) -- CLOSED" or "Session 9 (4/5 - 4/11) -- Read
Only".
3.
Reorder the conferences (http://tychousa.umuc.edu/wtdocs/wthelp
/html/conferencefac.html#reorder) to streamline class members' access to
the current/open conferences:
position open conferences at the top of the conferences index
position closed conferences at the bottom of the index.
4.
In the above example (at week seven in the term), the instructor has 3
conferences at the top of the conferences menu that are "open" (i.e.,
students can both read and write):
the Admin Questions conference that remains open all semester
the conference for one week into the future (Session 8)
the current week's conference (Session 7), labeled "Current"
Reordering open conferences to the top means class members don't
have to scroll down to access the conferences they are most likely to
want to open. All other conferences are still available at the bottom of
the conferences menu, in "closed" (i.e., Read-Only) status.
For instruction on reordering conferences (http://tychousa.umuc.edu
/wtdocs/wthelp/html/conferencefac.html#reorder) , see the WebTycho Help
website's Faculty Guide/Conferences page.
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Helpful Hints on Effective Online Teaching_ Managing the Online Classroom - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Helpful Hints on Effective Online Teaching: Managing the Online
Classroom
CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2003
Category: » Online-pedagogy » Classroom-management
This is part three of a multi-part series devoted to keys to success for effective online teaching. This
third installment is devoted to approaches for carrying the momentum generated at the beginning of
the class throughout the duration of the semester. Once again, our veteran faculty share their best
practices,strategies and techniques devised through trial and error over years of experience. Please
note that these suggestions are intended as food for thought and do not replace specific guidelines and
procedures provided by individual academic units.
Study Groups: Strategies
To avoid extra work for yourself and potential confusion among your students,wait until the late
registration period is over (one week after classes begin) to assign study group teams and activities.
Until then, you may experience fluctuation in your class member roster as students add and drop the
class.
Ideally,groups should be comprised of four to six members. According to a seasoned faculty member,
"Four to six member teams are optimal because there are enough group participants to share the work,
but not so many that good communication and coordination are compromised.If a member withdraws,
the group can still function and achieve its goals."
Be careful to assign each student to only one group.
Depending on where your course falls within the academic program lifecycle, you may want to assign
groups randomly or allow students to self-select their groups. "When I teach our program's entry-level
course, I routinely assign groups, but when I teach courses that fall later in the program, I tend to let
the students form their own groups if they want to," explained a faculty member. She finds that when
students self-select their groups, they tend to avoid the logistical hassles that sometimes hamper
teams, and are able to work more efficiently. Regardless of the selection method used to assign
groups, you need to provide students with clear guidelines and expectations regarding group
participation and responsibilities.
For more hints, please see Best Practices for Successful Class Teams.
Effective Communication: Writing for Online Classes
To keep your readers’ interest, write short paragraphs that focus on one idea apiece.
Add credibility and keep your class current by linking to relevant web sites whenever possible.
Throughout your online classroom, strive to keep a positive tone of voice in your writing so that
students feel welcome and accepted. In the words of a seasoned faculty member, "To do their best
work,students must feel comfortable and confident in their online classroom. I view it as my
responsibility as the faculty member to remain involved,interested, and patient in order to provide a
Helpful Hints on Effective Online Teaching: Managing the Online Classroom - DE Oracle
positive learning experience for my students."
Since your students don’t have the non-verbal cues available In a face-to-face classroom to help them
understand your meaning, it’s critically important to write in a clear and straightforward manner.This
goes a long way to minimizing potential misinterpretations.
Your online behavior establishes your expectations for your students' behavior; be a role model for fair
and equitable treatment! For guidance,see UMUC's Guidelines for Online Etiquette
(http://tychousa.umuc.edu/wtdocs/wthelp/html/netiquette.html) and the Read Me First template guidelines
(http://info.umuc.edu/de/faculty/rmf/#netiquette) .
Review your classroom materials each semester and update as needed. As a faculty member explained,
"Each semester I strive to improve my text based on feedback received from students. I know I'm
doing a better job because I receive far fewer student questions now both in the classroom and via
e-mail."
For additional information on writing effectively for an online audience, see Jakob Nielsen's How
Users Read on the Web (http://www.useit.com/alertbox/9710a.html) .
Effective Formatting of Text
There are several easy steps you can take to make your text more effective, either using HTML or
WebTycho’s text formatting editor. An easy to follow guide to basic HTML is available at the DE
Oracle if you would additional information on HTML.
Use bold and color (sparingly) to highlight important due dates and other items.This helps students
focus on due dates, and also will make it easier for you to find specific dates that need to be revised in
future semesters. Your students will also appreciate highly judicious use of bold and color, as plain
black and white is more printer-friendly. One faculty member confided, "My first semester teaching, I
was so enamored with adding background color wherever possible, that I caused a student to use an
entire color ink cartridge within the first week of class.He made his displeasure known to the course
manager, who in turn, contacted me. I have since taken out much of the color and now just use it
sparing."
In the conference area, respond in color to your students. As one faculty member explained, "I respond
to my students in red. That way, when they're viewing all the responses in a thread they can quickly
identify my responses."
Avoid underlines, as it makes people think that it is a link. If you do include links, however, make sure
to provide the complete URL to the site so that it is available if the student prints out the page.
Avoid using all capital letters, as it is difficult to read and has come to represent yelling in the online
world.
Use bullets to chunk similar information.
When appropriate, include photos and diagrams to illustrate your materials. Students learn in a variety
of different ways, and visual aids can breakup lengthy text and make your point more effectively.
Managing the Online Classroom
Effective faculty members immediately establish and maintain their presence in the Conference area by
posting topics on a regular basis, reading responses in a timely manner, and always following up with
relevant comments, feedback, and summaries.
The Conference area also provides a great opportunity for faculty members to assign teams to
moderate or summarize topics. Again, however, it's critical to maintain a faculty presence by
commenting frequently, providing regular feedback, and posting summaries.
Helpful Hints on Effective Online Teaching: Managing the Online Classroom - DE Oracle
Use extreme caution in assigning students to post their own questions in the Conference area. In order
for this to succeed, faculty members must establish and communicate explicit guidelines, time frames,
and expectations for student participation.
If you've experienced any fall-off in overall level of student activity,consider a mid-course correction to
promote class participation on the part of all students. Consult your course manager and your
Instructional Support Specialist for advice and assistance. You may need to reconsider the number of
required tasks and assignments. For additional suggestions, the DE Oracle @ UMUC features the
following relevant articles:
Fostering Interaction in the Online Environment: Some Ideas for Instructors
An Interactive Student Activity
Moderating Conference Discussions
Enhancing the Atmosphere of Your Online Classroom - Part I
Enhancing the Atmosphere of Your Online Classroom - Part II
In the event of a problem in the classroom (such as an inadvertent miscommunication,etc.),
acknowledge the error, make an effort to fix the problem immediately,and communicate the correction
to the class. Typically, such problems don't resolve themselves.
If you've set up a conference that isn't class-content related (such as a "Cyber Café" or other
conference) make sure to monitor it so student questions don't go unanswered.
If you engage in synchronous chat sessions, make a copy of each session available in a conference for
those students who aren't able to participate.Also, this provides an opportunity for you and the
students to engage in an ongoing discussion if appropriate.
For additional assistance, refer to the Mid-Semester Checklist:
Online Classes
Face-to-Face Web Enhanced Classes
Summary
Several key components to creating an effective online learning environment emerged from our
discussions with seasoned faculty members. These include the following:
User-friendly classroom planning and organization (post information in a consistent manner; provide
clear, concise, and timely directions and instructions)
High levels of faculty-to-student and student-to-student interaction facilitated by a strong faculty
presence (it is not enough to merely check-in, you must "leave tracks" in the form of announcements
and conference responses, too)
Timely, regular, and constructive feedback (that lets the student know you care about his/her progress
in your class).
Faculty consistently report that these factors, coupled with current and relevant course content, yield
stimulating learning environments where students strive to do their best.
We hope you find the suggestions included in this article useful. If you have questions or need more
information about how to implement any recommendations discussed in this series, please contact your
CSI Instructional Support Specialist for assistance. Also, please forward to your Instructional
Support Specialist any useful hints, tips, and techniques you've employed so that we may share them
with other faculty members.
We are indebted to our experienced faculty members for their valuable insights, and want to thank
them again for their time and effort on the Graduate School's behalf.
Helpful Hints on Effective Online Teaching: Managing the Online Classroom - DE Oracle
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Other articles in this series
Helpful Hints for Effective Online Teaching: Pre-Class Preparation
Helpful Hints for Effective Online Teaching: Setting Up Your WebTycho Classroom
Helpful Hints for Effective Online Teaching: Managing the Online Classroom
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