I have a question concerning the answer for #15 on the final quiz. Would I be able to discuss this with you? Thanks.

In my experience, combining a variety of methods within the classroom allows for all students to be accommodated. In an online setting, posting lecture notes as well as a video lecture provides multiple modals for students to access key content information regardless of their learning style. Asynchronous discussions allow all students to participate, while synchronous "office hours" enable students to ask questions directly to a person as if they were in a traditional classroom. Some colleges are incorporating online elements to the traditional classroom. For instance, students attend a traditional ground lecture but then participate in discussion forums over the course of the week. Does anyone have experience with that type of class? It seems like a happy medium between the two formats.

As an instructor, I am genuinely concerned with helping my students succeed and attain their personal goals. However, there are often outside factors that distract students from online coursework. Although I offer assistance wherever I can, my ability to influence their everyday choices or to make school a priority is limited. What methods have you used in the past to overcome this issue?

Regarding the 2nd module on the sections of "Using Effective Communication," and the section "Scaffolding Student Learning" -- one of the areas I've had students continue to share appreciation for is giving meaningful feedback in grading comments for each assignment. I start the grading comments with a positive reflection to each student on her/his assignment for the weekly forum discussion and weekly paper, then follow up with suggestions for improvement. This helps promote the S2I and I2S communication and invites students to email me with problems or concerns and ways I can be of more help in their learning. It also promotes the scaffolding of their individual learning. It's been a method that has proven to reinforce the students' learning confidence levels; it's very common (about 90% of the time or better) that I can see a student's performance levels grow with each week of class work as I continue with meaningful grading comment support.

I often find that students do not attend the chat sessions live. Through grading assignments I often see that the students who attended live have a higher score than those who do not attend. Where teach chat sessions are not required for students just recommended. I am wondering what are the best techniques to encourage students to attend the chat session live.

In responding to a previous thread it occurred to me that does Attrition statistics factor in a 5 week session over an 11 week or quarter/semester based curriculum. This is an extremely accelerated pace, if students are working full time or have other responsibilities, wouldn't more time throughout the session be desired?

Hello All I am not sure how students with disabilities (SWD) can be support in an online environment. Particularly when, for example they need extra time, the online environment already provides for a self-governed schedule. It is possible, however, for the fast pace of many online courses, to be a point of anxiety or challenge for SWD. How can an online teacher stay sane in accomplishing their duties will supporting SWD? Best, Michael J. Foster

Has anyone used Skype in their classrooms? We probably all rely on the Breeze Connet but the ability to have real time face time with students is fascinating. Is it doable yet to have multi party conference chats and if so, how did it go? Pros? Cons?

I have found often times students will wait until the last minute to communicate with me in regards last assignment submittals. WHat have you found is the best way to handle the situation? Do you always adhere to your late policy or evaluate on a case by case basis?

Many students are intimidated by the thought of interating with their peers within a discussion forum. What are techniques used to encourage interaction and eliminate intimidation with the forum?

What methods have you found effective when engaging with your students?

What technique are required to be a successful online instructor?

Providing an opportunity for students to place a small bio, an e-learning community could begin to be established. I also believe in providing a well organized instructor bio, this will allow the student to see that you are a normal persona and may even have a few things in common.

Quality Online Course: Structural integrity Teaching online for a few years, having a well dedicated technical support tech is important. This could cause frustration for both the instructor and student.

I believe that online teaching takes more organization with schedules and the instructors need to be more flexible with time in comparison to a brick -n- Mortar Instructor. I do feel that both types of instructors are equal in their duties and obligations to the students. Kimberly

Has anyone produced a video biography? Has anyone used YouTube? Would YouTube be a credible source to use? What other programs could be used?

Does the content match the syllabus? The most important aspect is to confirm that what we want to teach is relevant to a students' future. Combined with their ability to perform in the work force.

I teach a course HRM Procedures, after students complete an American Service practical. I specifically note one thing each student is excellent or extremely special at. It makes the student feel individualized and proud of a specific accomplishment.

Asking the students what level of participation do they want. The learning objectives are for the students and too much interference from the instructor may prevent this.

Previous instructors would add sound to power point slides that were not relevant and distracting to students. But, in the wines course the lead instructor added a person pronouncing the wine to assist students and it was extremely relevant.