Is there a format that could be useful for a person who is doing course evaluations and wants to interview students as to their observations? Would this normally be in a computer-based closed-ended format, or is there a reasonably useful way to get actual narrative from students? I'd be interested to know the experience of others.

I have always thought that encouraging the students by intructing them in hands on activites helps bring the topics to the surface. It makes it seem more real to them.

I would love some experiences from my fellow educators on how they resolved any online conflicts. This would help me a great deal.

I feel that being entertaining without being a distraction is another way to get students to focus on the topic at hand. Using some amusing stories about field experience keeps them both focused and also gives them a chance to raise the bar about what they can do with thier education.

The institution that I instruct for is wonderful and there are very few things that I would change. However, it seems like every session I have at least one (or sometimes a small angry mob) of students who see Psychology as a major barrier on their way to the completion of their certification/diploma program. These often vocal students like to communicate their disdain immediately--in any public venue--seemingly with the hope that I will be able to wave my magic wand and release them of their requirement. I do understand their concern and can appreciate that to a student who is working on a dental hygiene certification--Psychology might seem to be a waste of time. However, as we all know, they keys to a well-rounded education lie in exposure to those topics outside of our specific career path. To deal with this issue, I do everything in my power (literally from day one) to infuse humor and understanding into my repertoire in the hopes of helping them to understand why human behavior is so important. But I have often felt as though the campuses that we serve could do more at a programmatic level to help students understand (and field questions/concerns) prior to their enrollment. I have brought this up many times over the course of years and the response is always an enthusiastic "sure--we'll help!" then no action... Has anyone out there been able to bridge this gap or worked successfully with their corresponding campus administration to help? Or perhaps any additional suggestions? Thanks so much!

Although I understand the need for feedback from multiple sources, I also note that sometimes course developers (in my limited experience) really only look at objective feedback. It is easily quanitifiable and therefore preferred. Any ideas on how to ease them into the idea of more comprehensive evaluation?

Another technology tool that I find easy to use and keeps a log of your previous recordings is Screen-O-Matic at http://www.screencast-o-matic.com/. I use it as a means of motivating students and clarifying select and key points when necessary. I find weekly encouragements using video to be more personal and better received. I prefer Screen-O-Cast to Jing because it is super simple. There is nothing to download, the tool captures whatever is shown on your screen and verbals captured through the computer's mic, you can create video that allows for student comments, and password protect content. To store more than one video at a time, unfortunately, you will be required to pay $15 a year. However, I find this to be a small amount compared to the big benefits of using such a tool. I find Screen-O-Matic to be easier to use than many of the features inside of the LMS systems. Compare the Screen-O-Matic tool to other screen capture tools, such as Jing, and let me know what you think. If you have other suggestions, please share them with me. I am always trying to improve on processes.

I like that analogy of the "Therapist" as another role or "pair of shoes" we wear. This just reminds me how each student is an individual and needs to be treated with care and concern. Each has their own needs, wants and conflicts and should be respected as it exist. We can be kind and still keep our students aware of the expectations we have for them and their responsibility to reach their goals. Our presence and approachability should be felt by them.

As online instructors we may spend some time reaching out to students by email and/or phone. What are your strategies to make sure you are capturing this time for the school and for your own accounting purposes?

I teach at a couple of online schools and the discussion forum can get hard for me. Many students don't know how to post responses to the questions. When they respond to my posts or classmates, it is even worse. They think that "you did a good job" or "I liked your post" are okay to put. I even correct the students by sending out directions on what makes a post substantive to all students in the class. Sometimes this helps, sometimes it doesn't. What are some tips you can give to get students to post correctly in the forum?

Greetings Colleagues, I have enjoyed reading the comments posted in this thread. One student issue that I have encountered much more lately is centered on the student expectations. I find more students approach online learning as if it is a commodity. Their tuition is paid and they have an expectation that equates to a degree. I find that sometimes students that receive negative feedback can take the feedback as a personal attack that reflects not the quality of their work, but rather an implication that they are not working hard. Of course, one can work very hard and still not achieve learning outcomes. I am curious how my colleagues handle these types of issues with their students.

When it comes to maintaining discussions transcripts and emails, etc, how long should faculty store this information? One semester, one term?

Students need to receive feed back that makes sense according to the assignment. That is, students ought to have had a guideline for what was expected in the assignment so they can see where they succeeded or fell short. Secondly, students should receive feedback relatively quickly. That is, if they have to wait a long time before seeing the responses, then they might have forgotten the assignment and what was expected of them in the first place. Third, students might benefit from a rubric-type of grade system so they can visually see where they need to make improvements. This would be especially true if they have the same problem one assignment after another. What do you think? Have I missed something vital?

In courses that are specialized with technical content containing dry, scientific materials developing engaging content could be difficult. Do you believe some courses should never be taught on-line? If you answered yes, which courses would you not recommend being on-line?

As a university professor, I have a hard time accepting as professionals in education we insist on using a pedagogy style to instruct adult learners. According to Malcolm Knowles chart, the andragogical learner is more suited for on-line learning because 1) Increasingly self-directed, 2) rich resource for learning by self and others, 3) develops from life tasks and problems, 4) task or problem-centered, and 5) internal incentives and curiosity driven. Keeping this in mind, as a facilitator I would allow my students to take turns selecting an appropriate topic for discussions and set up groups to work together on certain subjects. Do you instruct using a pedagogy or andragogy style? Is that style reflected in your online courses?

As a graduate student, I found a rubric to be extremely helpful. I now use it as an instructor for my students. When you develop your syllabus and on-line courses, do you implement a rubric? How detailed is the rubric? Do you send out reminders when certain projects or assignments are due?

Some publishing companies offer interactive portals that compliment the subject matter and/or textbook selected for a course. Are you currently using an interactive portal, in the decision process of whether to use an interactive portal, or have not considered using an interactive portal from a publishing company? If you have used an interactive portal as an instructor, do you believe the interactive portal enhances your course and instruction? Do you find yourself teaching the subject matter based upon the offering found in the interactive portal? Do you believe as an instructor, you should be provided decision-trees to determine what is offered in the interactive portal?

In my situation, the curriculum is set and I don't really have much chance to alter things in the course itself. The technology is provided by the institution as well. In other words, I don't get to build the course I am teaching. However, I do want to help students scaffold their learning. This is a great metaphor and I think it gives good direction for us as we work to help our students with their studies. But, lacking the ability to create the technology, what added suggestions do you have that can be helpful?

Research the different requirements for HIT Adjunct Instructors. After completing the research, give your feedback on the requirements.

Commenting on one of the other student's thoughts about instructions, I'll add my own. I've had several experiences of students who just struggle endlessly with reading and understanding instructions in the course I teach. Most students seem to do just fine, but each term it seems there is one who is just very "needy." That is, the student requires every instruction to be explained over and over. I am not sure if the student wants me to basically write the paper or whether it is genuine confusion. So, naturally, I want to be helpful...but not to be an enabler for poor study habits. Any ideas on this?