Get Your Students Hired
Disagree.
First, they get the grades and the comments in the grade book. Then, midweek, they get the summary showing that they are below passing and they are told what they need to complete. At this point, all but those who are sick, or having some large personal problem happening in their lives, respond.
Second, once they respond, usually email, but sometimes texting, I answer their question of what they need to do; they usually need to just complete the work assigned which they have not completed. I tell them, clearly, that here are the assignments and the points involved, and the possible change in grade upward possible if they complete the assignments. Most then turn them in. I clearly point out to them that 45% of the grade is posting and replying to the Discussion Board, which are the easiest points of all, compared to quizzes and assignments. I point out that the assignments and quiz questions are all clearly covered in the live chats with similar questions and problems so it is to their advantage to watch the archived chats or come to the live chats.
Third, if they say they need help and don't understand anything, I suggest tutoring and ask them directly if they have tried to do the work. When they say "yes", I ask them which problem did they get stuck on, tell me the steps they took and which step caused the problem? If they stop responding, I repeat the question and copy their advisor, saying that perhaps the advisor can point them to how to use the tutor and work on the material.
Fourth, if they respond in detail, I carry on a dialog, via email, with them about getting past the troublesome step in the solution. At this point, these students usually get moving and either get tutoring and/or help from various sources. I also tell all about some websites that might help, tell them to Google key words of the problem to find how others on the web solved similar problems, etc.
There are two classes of students; those that need motivation and a push and some help, and those that for whatever reason, don't respond. The approach I take to get at and help the first class is;
1. Explain the points/grades and their paying for tuition or costs. This motivates all but a few.
2. Move students towards tutoring or outside help if they don't have specific questions.
3. Help those left who are responding and can be helped in this synchronous individual exchange of emails.
4. Unfortunately, there are always some who don't respond at all, and they either flunk, drop out or eventually request an Incomplete. All of these students have been reported several times to their advisor, and that person also tries to help with problems by giving support, motivation or advice.
Tamara,
Thank you for outlining you and your college's approach to student follow up. We can do only so much. The ultimate decision rests with each individual student. But by doing all of this you know you have done everything professionally possible to help the student to be successful.
Gary
Gary Meers, Ed.D.
If an online student does not respond to your offers to help; as an online Instructor, there is very little more you can do. Do you agree or disagree? Explain your answer.
It depends on the situation. Sometimes students refuse help because they have given up on the course (for the right or wrong reasons) and there isn't anything that myself or the campus administrators can do to bring them back. In that case, I just make sure that I have documented all of my efforts and that everyone who supports the student agrees that we have done all that we can.
Sometimes students aren't responding because they are embarrassed or upset. This is where their campus support team can help me to bridge the gap with the student. Most often they just need a pep talk or some help with time management and they are back on track.
Every once in awhile, however, I have a student who thinks he/she knows better and refuses help, advice, guidance, and refuses to communicate with me. My strategy is then to continue to try to kindly correspond with the student (as if I just haven't been able to reach them) and I speak to the campus about my challenges with the student. Sometimes they are able to help me get through to the student and other times we just have to let he/she continue on their own "enlightened path". We document everything and simply continue to support and be positive until the course ends.
Augustine,
Good point. In the end the student has to take ownership of the learning process. If that individual does not buy into the class then the resulting grade will have been earned to to a lack of effort.
Gary
Gary Meers, Ed.D.
There is an assumption that majority of the online students are adults; therefore most of them should know why they are in school. Additionally, some of these students at some point in their lives have attended postsecondary education.
My point is that instructors should do everything they can to help students learn required materials; however, if a student (adult learner) is not interested or unwilling to accept responsibility for their own education, there is not a whole lot an instructor can do about it.
Hi Jeffery,
I agree that speaking with unresponsive students is necessary when the student is willing. Although, experience has taught me that delving too much into a student's personal issues can sometimes lead to unwanted consequences. These types of interventions shouldn't result in placating the student with regard to their classroom responsibilities, or dominating too much of the instructor's time and effort necessary to help other students.
Russell
In the final analysis the student makes the decision whether or not they want to participate in class activities and to make an effort to learn. If the student does not want the instructor’s help, then there is very little the instructor can do to alleviate the situation. Also, by pushing the issue the student may become even more alienated, thereby, making the situation worse. The instructor, in this instance, should be supportive and try to consider the student’s concerns and feelings even though the student is non-communicative. The instructor should be available at any time during the session to help the student with class assignments and procedures but should avoid involvement in personal issues other than to acknowledge the student’s circumstances. The instructor should also keep the unresponsive student apprised of classroom activities and deadlines as part of the email notifications provided to all students.
I disagree. We should report the student to their academic adviser and continue to reach out. We should also find alternate ways of reaching out.
I have a hard time thinking of things in terms of not having choices or options. If the instructor was only using one mode of communication, for example, e-mail, it would be good if the instructor tried other modes of reaching out to the student such as using the phone, etc, involving a student advisor, if necessary, or just simply going ahead and giving the help that may be needed as long as it does not intrude on the privacy of the student or cross the professional boundaries of the student-teacher relationship.
It is a difficult situation if a student does not respond for offers to help. On occasion, I will notice that they are online within the classroom and ask if they would like to either chat one on one in the chat room or ask if they would like to talk over the phone. I will usually begin conversing about how things are going in their life to see if they will open up and gain my trust. I teach accounting so many students are afraid that the math involved--although minimal-- is not something they will grasp. Having taught accounting for almost 30 years, I often can anticipate what issues in the course might be causing them problems.
I disagree...to a point.
The key is multiple "offers"(plural) to help. If you have offered to help the student many times and they don't respond...honestly, there isn't much more you can do. You cannot make them accept your help. I always include their online advisor in emails/discussions...so that by working together we can attempt to get the student back on track.
Anthony,
The team approach is an excellent strategy. Very good point.
Dr. S. David Vaillancourt
Well, I like to think that I'm part of a team. The student will have an advisor who can also reach out the to them. In some cases, fellow student group team members can initiate contact and motivate the student. There is also an "early warning system" to engage absent students. Having said all that, I once had a student on a submarine with no internet access; so, we can't reach all the students all the time.
If I cannot get a student to come back to me, I will often write the student's academic advisor to get him or her involved. After the advisor contacts the student, I often get a call or e-mail within a day or two from the student.
But I only do this after I have exhausted all possible means of communication, e-mail, chat, phone, on my behalf.
Terry,
In addition to the face-to-face offering, there are many free collaborative tools which can be used to create a face-to-face feel. These measures can also be leveraged to offer tutoring to struggling students. Two of the tools that readily come to mind are Join.me and Skype. When possible, even though not required the use of a digital whiteboard can be employed.
I actually agree to an extent. There are certain outreach actions I take such as email, phone calls, advisor contact. If these do not work, I take into further as this is an adult learning environment whichissupposed to foster independent thinking, personal responsibility, and self reliance.
Dr. Kimberly,
Your experience of re-engagement is not uncommon to instructors who outreach by phone. Thank you for contributing your insight.
Dr. S. David Vaillancourt
Earl,
My wife often reminds me "It's not what you said it, but how you said it." Very good point.
Dr. S. David Vaillancourt
In my experience, I have found that if I offer help, some students will respond.
While I never meet the student face-to-face, I am willing to talk to them via the phone. While I don't want them to have my personal home phone number, I buy a pre-paid phone that allows me to communicate with them verbally.
When this has occurred, I have found that the student become re-engaged in the course and feels like someone does care.