Laura,
Cost, being compatible, and ease of use are excellent choice. There are so many things to discuss when it comes to communication tools, but student have to be able to use it and it has to be easy to use - otherwise - they simply won't use it. Good point.
Paulette,
Timing can be everything. I typically plan 4 synchronous meetings at different times of day, different days of the week, etc. and students are required to attend 2. Then, they can plan ahead.
When assessing the use of technology communication tools in a virtual learning environment, what do you believe are the three most important things to consider and why?
1. Cost.
Cost is a very important factor when considering technology communication tools. It is important to decide on a communication tool that is free or affordable for students. Technology communication tools should not incur additional fees for students.
2. Interoperability.
Is this technology communication tool compatible with a variety of operating systems, and platforms? For example, can your run the program under different versions of Windows 7/8, Mac OSX, and Linux? Is it available on mobile platforms such as IOS, Android, and Windows phone.
3. Ease of Use.
Is the program easy to download, install, and use? Is it a program that a non-tech savy students can utilize? Is there a tutorial or technical support easily available for those having technical issues with the program?
Dr. Crews,
Indeed they are. I am finding that during my most recent class my live chats were not well attended.
I initially thought that I needed to enhance my slide presentations, but one student stated that the low attendance is due to the time of year.
Paulette
Samuel,
These are three key factors that all work together. If the students doesn't understand how to use it, it's not accessible to them and it's not reliable - "crash" - they are not going to use it. Thanks!
Paulette and Chris,
Thanks for adding to the conversation. Sustainability is key and we, as the instructor, can't be the technical support by ourselves - we need support too. Thanks!
Paulette,
When things, especially technology, are easy to use and it has a low learning curve, students are more likely to use them. I love Adobe Connect. Thanks for your input.
When assessing the use of technology communication tools in a virtual learning environment, I believe that the three most important things to consider are: accessibility, reliability, and student being able to understand it.
Accessibility because the student to be able to access the tool at all times.
Reliability within the virtual learning environment is key because it can keep the student from being able to submit assignments in a timely manner.
Student being able to understand the tool and being able to receive the information properly.
Samuel Bufkin
Chris,
I agree about the sustainability of a tool. users should be well trained in its use and Technical Support should be versed in supporting it. Disruptive technology has no place in a virtual classroom.
Paulette
Dr. Crews,
The communication tools should be user friendly and students should be trained in their use. A student who is versed in the use of a communication tool will use it willingly to collaborate with the instructor and fellow classmates.
The tool should fulfill the purpose for which it is intended. For instance, at my university, the instant message tool is used during our synchronous office hour session. If our students are not logged in to the virtual classroom during these sessions they receive no benefit from this tool.
The tool should be effective enough to enhance students' learning by fostering instant feedback. Adobe Connect falls into this category. Our live chat sessions are conducted via this tool. I find it difficult to restrict my sessions to the one hour that is allotted. My chats are very well attended, students are usually very engrossed in the topics and I enjoy their questions and their attention to detail.
Paulette
Todd,
I like that you have specific office hours and when you will answer your Google Voice messages. I do the same with my synchronous office hours using Adobe Connect. Thanks for your input in these forums.
The three most important things to consider would be:
Availability to the student, do they have the technology at their disposal.
Convince, what are the students using to using to communicate. Giving them a new way to communicate (software/platform) could backfire.
Cost for the student.
In my experience the students have multiple ways to get a hold of me, text, phone, instant messenger, etc. Many of these options are either build into the classroom or are easily obtain at no cost. I use Google Voice as a way for students to call me and leave a message at any time of day. I have also set office hours of when I will answer it. This seems to work well.
Daniel,
Yes, it's a priority. Many times people do things and then in hindsight think about accessibility. Point well taken.
The first thing I would consider would be accessibility. Is it a viable solution for everyone in the class.
Next, I would consider the ease of use. Can it be navigated with ease to allow the focus of the interaction to be the course content and not working through tech details on how to use the communication tool.
Finally, does it work? Can I accomplish the tasks and can the students get the information they need?
Dan,
A good list! We have to plan ahead and decide whether we are going to teach in a synchronous or asynchronous (or both) environment. Balance has to occur in many areas of online learning. Thanks for your input.
1. Synchronous or Asynchronous
2. Commonality/Ease of Use
3. Course Content and Audience
1. The decision to use technology communication tools sometimes begins with the decision on whether delivery and feedback will be accomplished synchronously or asynchronously. The majority of online college courses are asynchronous (text, email, discussion boards, etc.) since it is a simpler method, it does require "real-time" management by participants, and it is not so prone to technical glitches.
2. Whether synchronous or asynchronous, is the tool in common use, meaning, is there a likelihood that participants have access to the tools and are already familiar with their use? If not, extra time and instruction must be provided.
3. Finding the most effective balance between content delivery and the learning needs of the audience is a challenge. Care should be taken to discern whether the communciation tool will meet the communication needs of the students while providing an effective platform for information delivery (and feedback!) at the same time.
Much like how we learn in different ways (audio, visual, kinesthetic), it may be useful to employ a mix of communication technologies to help strike the balance sought in #3 above.
Cathy,
Security is one that many people do not think about - the just assume. thanks for including that in your discussion.
I think the three most important things to consider when assessing the use of technology communication tools in a virtual learning environment are 1) ease of use, 2) security, and 3) student preference.
1) in terms of ease of use, I think the tool should be as intuitive as possible -- in other words, it is simple to use and problem-solve when issues arise.
2) in terms of security, this is critical these days. Just last week there was a story in the news about the Russian hackers that stole over a billion online credentials. Nowadays, one software program or application can open the door to accessing a lot of personal information.
3) finally in terms of student preference, some of my students never respond to my e-mails. I think it would be good if we could find out at the beginning of a course how they would prefer that we communicate with them. Do they prefer e-mail? text/IM? phone calls? etc. It's often the students that I need to communicate with most that are the least communicative.
Sherrilyn,
Definitely. We can't "assume" anything. ;-) We have to make sure the technology meets our and our students' needs and that students don't get frustrated using it. Thanks!
Easy to use – We must never assume that our students are computer savvy. Many students struggle with the use of technology, therefore when we pick a tool that can be easy to use for most students.
Does the tool enhance the learning experience – It is no need to implement a tool just to have a tool within the classroom. If it does not add value to the course then it is no need to use.
Financial cost – Unless the tool is free or is included in the students’ tuition, it is not need to implement. Students will not want to pay for a one off tool for a class in which they will only be a part of for a few weeks.
Sherrilyn Magby
