In using technology communication tools in a virtual learning environment, it is important that the instructor has advanced training in technologies to support course development and facilitation. This training should include training in course authoring tools, wikis, blogs, synchronous media, and social networking tools.
Dr. Marcia L. Brown, PMP
1. Tools Available
2. Practicality of usage...Am I being frivolous?
3. Needs of the students...Is this something they can afford/handle/will supplement their learning experience?
I chose to discuss how to use the technology tool, e-mail, to better communicate effectively.
Dr. Marcia L. Brown, PMP
The three most important things to consider and why in communicating in a virtual learning environment area:
1. Time zones. Are you going to be teaching to other time zones (AT, ET, CT, MT, PT, etc.) or around the world
2. Technology-speed of the Internet/equipment/software, etc.
3. Synchronous or asynchronous learning required (both types)?
Thanks
Alana
Kristin,
Thanks for your input. I use the FAQ to the max! It is so helpful and has reduced the number of emails that I get from students.
Thanks again.
There are three important things to consider when assessing the use of technology communication tools in a virtual learning environment.
One of those is what tools will be most effective for the type of communication desired. In a synchronous class, chat boxes are effective. An FAQ section on the course homepage is beneficial for any type of online course.
A second item to consider is student response and familiarity with the communication tool. An instructor shouldn't require VoIP if students aren't familiar with it or don't have the right equipment. Email is universal at this point. The same is true of many social networking sites. Students shouldn't feel intimidated by the communication tools. That only hinders communication.
Lastly, the end goal needs to be examined. Is the communication for course-specific feedback? Is the communication for collaborative exercises? Creating a Google Doc or wiki for a class that, by its very nature, is collaborative would be ideal. However, that would not be wise for providing individual feedback on exams, assignments, and discussion posts. Something more private like email or IM or a phone call would work best for that.
Knowing the end goal, students' level of familiarity and comfort, and the overall effectiveness of the communication tool is essential prior to selection and use of the tool. Mechanics always say that using the right tool makes the job easier. In online education, using the right tool makes for a more conducive learning environment. Without that, learning does not thrive.
Sodang,
Right on! Getting to know your students is important. And, if the studetns can't navigate the online site, the learning will be hindered. Thanks for your input.
I think the 3 most important factor are:
demographic of students, economical status of student, and the ease-ability of the website
Daron,
Students are key to our teaching world. Without them - we would not have a job! ;-) It is important to get to know your students' learning styles to make sure you provide content in the right ways. Thanks for your input.
I feel like the most important part of my decisions would be considering my students. Recently in my courses I have had a lot of students who can't keep internet or simply don't understand. I would try to keep to the most user friendly tools and those which require no expense on the student's part. I would also lean toward the ones for smaller and more personal groups, I feel like they can learn better and get the attention needed. I also try to keep those asynchronous methods so they can be done at the convenience of all my students.
David,
Right on! We don't want to waste time using software/technology for no apparent reason. It needs to serve its purpose and help the students communicate and learn.
Rick,
We adjust every day in our jobs and it's important to do so in the classroom as well.
And, glad you have that good sense of humor. ;-) We need that too.
Rick,
Yes, you bring up some very good points. We have to know what the students can do, what they know and how we're going to assess what they know. Thanks for your input.
AJAY,
You are so right. As the communication process occurs through the technology, it's imperative to assess that connection. Students also need to be able to use the technology easily so they will use it. Good points. Thanks!
A tech. tool needed to match the purpose for which it is being used, enable increased communication or learning, and be accessible and reliable. My experience stated above illustrated why acces and reliability are important. And if the tool does not function to support the stated purpose then it is a waste of time.
Robert,
You're right. I've taught two of the same courses at the same time - same semester and they can be total different. We can't always do the same thing with two groups of students and get the same results. Thanks for bringing this up.
You are correct. We have to adjust and be flexible. All of us have experienced that "down time" when the virtual campus is going through "maintenance" issues and upgrades. Always seems to happen about the time grades are due- ha ha!
Three criteria or areas I look at when determining communication tools are student capabilities; student understanding, and assessment of course work.
With student capabilities, we all have students in our online courses who know much, much more than you or I when it comes to the tools and accessible functions for a virtual classroom. At the same time, we have all probably had students in our online courses who knew very little and were quickly overwhelmed with the technology requirements for the course. This falls into my second component- student understanding. As others have suggested in this thread, it is a great idea and thought to discuss capabilities and student understanding in a chat session or office hour very early in the course to allow for students to share their concerns.
Finally, the amount of assessment that is necessary in the course should factor in. Some students are verbal/linguistic learners and others fall into one of any of the other domains as suggested by Gardner and his MI approach. Some students need to hear us, some need to see us, and others can figure it out through an email or announcement in our virtual classroom.
When assessing the technology communication tool, it's essential to examine how the technology will impact the communication process. Before we choose a tool, we should plan how to communicate with students or how we prefer they communicate with you or each other.
Careful planning helps to have a smooth transition for those students who are not familiar with communicating online.
After careful planning, it’s very important for facilitator to gather data from students, analyze the data, and make necessary changes.
The assessment of the technology communication tool should be done in formative (during the course timeframe) and summative (end of course) formats. This provides feedback throughout the course timeframe and at the culmination of the course. It is important to assess the ease of use, instructor or learner control, technology requirements, etc. It is typical for online instructors to ask students approximately every three to five weeks (depending on the course timeframe) for formative feedback to ensure the communication technology is working properly and determine whether or not it is efficient. With ongoing feedback throughout the course, changes can be implemented immediately. With summative assessment, the entire communication tool can be assessed at the end of the course.
The important things to focus on can greatly change from class to class depending on the following aspects:
1. lecture or topic taught
2. class size
3. profile of students and their knolwedge and comfort in using one or the other technology.
While we are in a service oriented industry, we need to cater to our students in order for them retain and understand the information delivered and consider it also valuable to their learning progress.
