As an online instructor, I am faced with this situation during each session. As I facilitate two different schools with the online modality, my options differ for each school. My comments are related to efforts beyond formative feedback, course announcements, etc.
At one school, I can file an early alert and populate the requested information and mention that the student is not participating in forums and not submitting assignments. The form asks what I have done to reach out to students, beyond letting them know that he/she has not submitted an assignment. I typically post an individual note or send an email asking if I may assist the student with content questions.
At the other university, I contact the student's advisor directly. There have been occasions that I was notified of the advisor’s contact with the student (I was cc'd,) as students who have not participated are highlighted and readily identified.
So there are options. Awareness of what those options are, per university, is helpful. I believe that most online schools want the instructor to put forth their best effort.
Some have suggested using audio and video email; but I have not yet arrived with this level of technological skillfulness :-)
I continue to try to help, never giving up on my students. I don't just email them. I email them with encouraging words and request a reply. I ask them questions and/or ask if I can call them.
Marcia,
Well stated. This proactive approach to instructional design and policy creation really is much better than the reactive processes employed in most current online environments. Very good.
Dr. S. David Vaillancourt
I am not one to admit defeat. I will always try to find another approach to resolve a problem. Student motivation has a powerful affect on attrition and completion rates, regardless of institutional setting. Motivators for adult distance students are often different from those of traditional students. Learner behavior is influenced by a combination of the learner's needs plus the learner's situation and personal characteristics. Knowing these personal characteristics is an important aspect of planning distance learning courseware and strategies and is key in providing offers to help the student. More importantly, knowing the students can help drive program planning and policy formation, factors that are important to participation and success in distance learning.
Ginny,
Your approach and the resources you employ are both very comprehensive. I would expect you have a relatively high completion rate in your courses. Nicely done.
Dr. S. David Vaillancourt
Hi Dr. V,
This definitely a concern, but there are some things we can do. First, I would need to know the scope of the problem. If the student doesn't respond right away, I check and see if they are new to the virtual classroom, (which is often the case in a freshman communications course). I do this so that I can eliminate any fears the student might have about participating. In the past, I have sent emails and called. I always try to encourage the student to complete the class and offer as much assistance as they might need. I also make sure to email notes of encouragement, feedback and upcoming due dates and classroom happenings regularly.
Depending on the scope of the problem, I will steer the student in appropriate direction. Usually after several emails, the student will respond. If I still do not get an answer, I then start copying the Online Advocate. The OA will contact the student on campus, if possible, or phone them at home. The Online Advocates are very responsive and quick. Usually, they will get back to me within 24 hours, followed by the student. The one thing I have learned is that "Life Happens" and it's for this very reason that I try to reach out as much as I can.
Thanks,
Ginny
Yes Tom,
Earlier in the thread it was suggested the instructor may wish to recommend meeting with the student if they are local. I have seen this occur in very few instances where the student was a former brick-and-mortar student of the main campus and once the students switched over to become an online student, she would occasionally meet with the instructor in a face-to-face meeting to assist with online difficulties. When the meetings take place at a campus, I don't see any real difficulties. However, the student and the teacher have implicitly agreed to meet online, so I don't think this is a good normal course of action. Nevertheless, the way the statement was made there was no distinction of meeting at a campus, library or any other location. Therefore, I emphasized the safety issue if this approach was to be used. Again, I personally don't condone this approach with online students.
Dr. S. David Vaillancourt
I'm not sure I understand the "safety" issue. Are we talking about meeting students in their homes? Personally that would never work for me. I'm assuming the instructor and student meet at the "bricks and mortar" location of the school. Pardon me if I misunderstood the comment.
Hi Nick,
I greatly appreciate your commitment and enthusiasm. Many of us have run out of feasible avenues. Do you have any specific "other directions" with which you have experienced solid success? Please share them with all on this forum for additional conversation. Thank you for your contribution.
Dr. S. David Vaillancourt
Dr. V.
You can reach out to your peers, or more importantly a supervisor.
You can get feedback from there and maybe go in another direction. So, I disagree. You should look into other areas to get responses from the student.
Jerry,
"It takes a village" approach provides a great deal more opportunity to return the learner to the educational fountain. I agree with you that teamwork should be part of all institutions' strategies to help their students successfully complete the programs in which they enrolled. Good post - thanks.
Dr. S. David Vaillancourt
I don't completely agree with this statement. I say this primarily because what if you as the online instructor simply called the online student's academic advisor? Then, this advisor would more than likely step in either via email or telephone to help get to the bottom of the student's problem(s). It still should be a team effort.
Phillip,
I staunchly agree that persistence is a fundamental component to success in many of life's undertakings. Please expound on your successes and share the different avenues to which you refer. I am sorry to say that I have found student situations where I had to "give up" because repeated phone calls, texting, emails, twitter and facebook outreaches didn't get the student to respond. What has been your approach in thse situations. Thank you for sharing your insights.
Dr. S. David Vaillancourt
Phillip,
I staunchly agree that persistence is a fundamental component to success in many of life's undertakings. Please expound on your successes and share the different avenues to which you refer. I am sorry to say that I have found student situations where I had to "give up" because repeated phone calls, texting, emails, twitter and facebook outreaches didn't get the student to respond. What has been your approach in thse situations. Thank you for sharing your insights.
Dr. S. David Vaillancourt
Well, I believe that we should never give up.
We have to realize that somehow we will be able to get through to this student in a different avenue. Persistence is normally the key to almost any issue in life.
Hi Jeremy,
You are absolutely correct that the adult learners on the other end must accept responsibility for their education - you can't learn it for them. Do you have some methods of conveying this that have been especially successful? This is one consistent need of all online instructors. Thank you for your contribution.
I absolutely agree. Online students are expected to take an active role in their education at the guidance of their instructors. I relay to my students that I understand how difficult online education can be, however, I can't pass the class for them. However, if they show me they are motivated and willing to learn, I will do whatever I can to help them make it through the course.
Hello Nicole,
Nice approach. Asking the student to lead their own learning direction is a powerful engagement technique.
I would keep trying by asking if he/she found the information helpful, usually that gets the dialogue going. Then, I can build on what has been offered as help, and gauge what direction to go next.
Hello Amy,
I agree. In addition to the verbal conversations, by phone, have you used texting? Some online instructors have indicated significant success with it.
