Janet:
Your answer to this question does not explore the depth of the Question. An Instructor's availability, and turnaround time for feedback are both important elements for successful online learning; however, providing the kinds of information you mentioned is inadequate to support your understanding of your students. Here's a situation to consider. I am playing the role of one of your students. You have given me you contact information and advised me that I can contact you anytime. If I choose not to contact you, how will you learn about my fears, strengths, weaknesses etc?
I beleive that if you send a welcome email before the first course starts giving them ways to contafct you and making yourself available no matter what time zone they are in. I believe that if they know and understand that they cna contact you anythime it gives them a sense of comfort.
Jan O'Donnell
Alanna:
What is the duration of a typical course you teach in an online environment?
Do you usually have adequate time to know all of your students before the course ends?
Satrohan
I believe that you can get to know your students in other ways through the e-learning environment. Having the create a bio about themselves and having chat sessions during the day that are not necessarily just related to class. I have come to know my students very well by the things they have brought up just in casual conversation. It is more difficult but I think that it is worth the effort and time to spend so they still get to know you.
Anthony:
Your answer serves as constant and solid reminder to all of us who teach online-----the importance of the physical presence of the Instructor in an online environment.
Satrohan
That would depend on what you mean by "really get to know". All types of relationships can be compromised by the impersonal and indirect manner we communicate online. its hard to recreate the level of communication and trust that we can develop when we can see the eyes and attitude and hear the voice of another person. That doesn't mean that the internet is insufficient for learning effectively, just that some of the other expectations of personal development and socialization must be augmented.
Agreed, Paul. Here is a question fo you. Do you think that it will take longer to know a stduent in an online environment than it would in an on-the-ground setting?
Satrohan
The way your discussion question is worded I assume that "some" may believe that an instructor can lose the ability to get to know their students. I don't see this as a possibility if the instructor stays involved in the course. Through the use of discussion questions, email messages directly to the student, and through group messages the instructor can stay involved with their class.
The discussion questions requires the instructor to be involved with all comments posted. When I teach in the online environment I try to picture the class ina traditional face-to-face setting. When students make comments, ask questions, or just give one looks, the instructor comments, answers questions, and offers insights. The online instructor can also do this.
The use of email as part of the communication process in online classes is important. Comments which are best delivered directly to the student should be done through email. This allows the instructor and the student to communicate between themselves and start to get to better know and understand each other.
I like to have a chat area for the students to go into and communicate with each other. This gives them more of a chance to participate as a class and to get to know each other.
Tricia:
You certainly have been successful in implementing effective strategies to establish and maintain relationships with your students as you "coach" them along.
My observation and experience is that time taken to know my students can be significantly less in a classroom setting than in an online environment. Of course,it might take longer to "know" shy students in a classroom setting; however, I would make significant headway with the majority which would leave me more time to give more personalized attention to the "hard-to-know" students especially if I have to jump into an inquiry mode not characterized by face-to-face interaction.
Satrohan
I feel that it is easier to get to know my students online than it might be if I was meeting them in a traditional class setting. Most of my students seem to feel more comfortable discussing the topics that they don't understand over email than when I speak to them over the phone. The online learning environment allows me to reach those students who might feel ashamed to admit in person that they are having trouble.
I also get more one on one discussion time with each student online. If we were in a traditional classroom, I would have to address most questions in a public setting or during limited office hours. While teaching online, my students can feel free to email me questions and problems they might be having with the assignments whenever.
When my students open up to me about troubles they are having with the assignments or when I send a short note letting them know that I've noticed the hard work they've been doing, I take the opportunity to share something about my personal life or career and experience in the field of their studies. This inadvertantly invites them to relate to me and share with me topics that they feel are important. In turn, they feel more important to me and the wheel turns.
Michelle:
Your points on the Subject are well taken. In my opinion, it takes more effort and time to gain adequate knowledge of students in an online nevironment. The opportunity to gain an understanding of students can also be hampered when courses are of a short duration. Keeping the factors you mentioned constant, I believe it is easier to gain the proper knowledge of students in a face-to-face environment characterized by dynamic human interaction.
Satrohan
I think its possible to lose the ability to get to know your students in both an on-ground & online environment. It really depends on the personality of the student & the ability for the instructor to engage each student. It really helps to "create" an environment online that the students feel comfortable & safe. Communication & encouragement is key for me when I am teaching online. Anytime that I can share my experience as a student it maintains an authority yet humanizes the online environment.
I'll be here, Linda; even after you have completed th course. Looking forward to you sharing your knowledge with me.
Satrohan
Satrohan,
That's a very good question. This is a brand new institution for me, and I am really not quite sure how to answer you. However, I am going to find out and then I will get back to you.
Linda:
Your request for help is not an easy problem to resolve in an online environment. Human contact in a face-to-face situation works wonders; but ven in a traditional face-to-face learning environment, we can stil lhave students who are not responsive. Question for you.
Question
If your online learning environment provides student counselling services, do you think the Counsellor would be able to help you to identify the source of the problem and work with students to help to resolve the problem?
Satrohan
Acknowledged, Paula. The factors you have mentioned that you want to consider to ensure that you meet your students' needs are definitely worthwhile. I do not comprehend your learning situation; nevertheless, here are some suggestion I would like to make without knowing whether they could be implemented or at which point they could be implemented.
1. A well designed survey sent out to students immediately after they register for your course can yield the kinds of information you require to identify what type of learners they are and what thier specific needs and expectations are.
2. Administering a well constructed Pre-etst would enable you to determine the knowledge and skills you will be addressing in your course they do not have.
Satrohan
Lewis,
I have so enjoyed reading your responses. After reading yours and the other contributions I am so motivated to really get to know my students even better than I do now. I have learned many ways that I currently have not been using, but I can definately see the value in all of the suggestions. The part that I related to the most was giving positive responses to your students. What they really want to know is truthfully how they are doing in the class, and how they can do better. Lots of times students in on-line programs are doing the class on-line because of obstacles that they face when attempting to go to class. They may be single parents,working, and trying to raise a family. They need our positive feedback and our encouragement to continue. I try to remind them that yes it is a struggle to try to juggle all of their different hats, but in reality getting their education is just a small part of their great big lives. My biggest struggle in teaching online (I've only been teaching on-line for a couple of months, but have been a classroom instructor for over 12 years) is how to get that student that is not performing well, or not doing assignments to respond to me, or to my offers of assistance. Sometimes I feel I have a student(s) that I find very difficult to reach if at all. Does anyone have any suggestions?
I will be using this information as my bible for online teaching. As an on ground or site instructor getting to know my students is the most important tool that I use to find out what type of a learner they are; what type of special needs they have and what they expect from the class. Knowing their personal learning needs will help me, as an instructor, to help them mold themselves into competent medical support staff professionals. The information that you have given me, I know, will serve as a priceless tool to help me evolve into the online method of instructing.
A remarkable and well-composed answer, Lewis. I encourage other participants in this course to read your response as I strongly believe you have emphasized some key points about establishing and maintaining relationships with students.
Satrohan
No, I do not feel that the e-learning environment hampers a relationship. I believe that is the undercurrent of the question.
This physical distance is the primary challenge between the educator and the student. Next, it is the primary challenge between each student. How do we overcome the issue?
Written communication is powerful. It has the ability to identify the emotions, intentions and intelligence of the sender. Conversely, it can challenge the receiver to spend unnecessary mental energy trying to decipher responses that are not coherent and / or do consider the feelings of the receiver.
The sender should understand that the main purpose of communication is to convey a set of ideas in a logical, respectful manner. It is okay to disagree, but the tone and delivery of the difference of opinion will taint or support your assertions.
I have a background in Human Resources. I caution students to take the time to express a two-step method, whether in business, social or familial settings:
1. Give praise or compliments first, then
2. Convey a critique of a statement or behavior without attacking the person. State encouragement for desired behavior or thought processes.
For example, I have students who submit email assignments late. Do I blast them? (Should I blast them?) No, because I will kill their desire to interact with me. More importantly, they are aware of their lateness and it would be counter-productive to be negative in my response.
Instead, I say, "Joseph, thank you for submitting your homework. Next week's homework will be due on Tuesday before 9:00 pm. I look forward to seeing your next work product." That states enough to the student.
We have to sensitive to all types of students. Their actions are the best indicator without the physical presence. Typically, it is easy to discern an "A" student in any venue. They have a tendency to "demand" clarity and seek to find ways to transcend the normal expectations of the assignment.
The interactions in a chatroom will be no different than the classroom setting. The more animated, verbose individuals will be typing their little fingers off to participate in the discussion! The quieter or maybe more pensive individuals will sit back and be a spectator more than a participator.
We must encourage each person to express their opinion and to be respectful of the rest of the class, in regards to equal time for expression. If we set the tone of "courteous discourse" the class will follow the model of an educator who has created an attraction to the coursework and all of the players.
The students will feel comfortable with the teacher. Accordingly, they will build relationships with the rest of the class and feel appreciated in their own piece of the virtual world.
