Hello Kevin,
Yes, I agree that the more that students understand about your busy schedule- the less they demand immediate attention through e-mail. I typically spend the first 20 minutes of the first seminar getting to know students and it always is clear about all that I have going on in life. I think that most students understand this. Brion.
Hello Kelly,
I agree that sometimes we have an opportunity to get back to students sooner than the 24 hour time frame- and I usually do when I have the chance. As long as the student understands that an exclamation point by their e-mail does not necessarily mean that it will be answered sooner than 24 hours- then I think that conflict can be avoided. Brion.
Hello,
I think that it is key to be up front about an instructor's office hours and when the instructor will be available. The student must know that if he or she does not e-mail during those hours, a response may take up to 24 hours- but, that the instructor will attempt to get back sooner- if at all possible.
I know that I often have students turning in late assignments and then sending me an aggravated e-mail that I have not graded it 24 hours later. My first desire is to send back a curt e-mail- but, then I remember that this student is simply misunderstanding my role as an instructor- and that I may not have communicated loud enough to them that late assignments may take a few days to be graded. So, I always grit my teeth and send them a nice e-mail informing them of my grading timeline of late work. Brion.
Kelly,
Right - It's good to be available to your students when you are available, but students need to understand that you may not be available EVERY day at 2:00 a.m. That's the balance.
Thanks!
Hi, folks--It seems to me that even identifying the “24/7 Instructor†as a problem to be dealt with is to misunderstand the flexibility of the online environment. As others in this forum have noted, posting a timeframe within which you will check and respond to e-mail messages is usually sufficient to communicate to students your practice and expectations. Even in those environments where organizational administration requires specific behaviors of faculty, the individual instructor is fully in control of how those expectations are met. In other words, just because the phone rings at 2:00 a.m. doesn’t mean you have to answer it. But if you do happen to be up in a sleepless state at that time, why not check your mail? And why not respond at that time? And if you choose not to do these things—having posted your timeframe as mentioned above—the only consternation would be self-generated. Or am I missing something here?
--Kelly
Rolando,
Sound like you have a communication plan (especially at the beginning at the beginning of the course). Keep it up throughout the course. Thanks.
kevin,
Good point. It is good to let the students know where you are coming from and how/when you will be comunicating with them.
I tell my students up front through the welcome email and course message, syllabus, and faculty expectations, that I usually read emails daily, contribute to the discussions each day as well as review/grade assignment submissions first thing in the mornings seven days a week. This is a win-win situation for students and managing y time. Students will receive response/feedback within 24 hours and for me grading emails and assignments do not accumulate.
Also, I do not communicate to students, but I also respond to emails and grade assignment early evenings on Saturdays and Sundays because that when the majority of my on0line students work on assignments and questions tend to arise.
Would be interested to understand your approach…. Rolando
One thing that I always do is remind the student that I am an adjunct and thus have a full-time job outside the classroom. As a result, I can only check my email once a day to address issues. However, I check it more often, but this allows me time to react to issues in a more thought-out manner.
Amaris,
Tell students when you will be available, when you will check email, how they can contact you and when. Also, have a FAQ discussion board for students to post questions and give extra credit for those students who answer other students completely and correclty. these things work for me.
