That's a tough one. I have experienced this and it is indeed frustrating. I have called, texted, and e-mailed online students with no response. I've contacted their advisors, who do the same. If the student does not respond at all (our courses run five weeks), it is highly unlikely that they will pass the class. However, I am contacting them using every means available to me... short of showing up at their front door. If anyone has further ideas on this, I'd love to hear them.
Neer,
Very well articulated! I have contacted students that were dropping off and found out they were going through major life issues just as you suggest. Even if they can't get caught up to be successful in the course, I can at least help them get dropped and get the help they need to continue in the program.
Herbert Brown III
Topic: If an online student does not respond to your offers to help; as an online Instructor, there is very little more you can do. Do you agree or disagree? Explain your answer.
I have been teaching in the online environment for two years and the quality of student that comes through the course varies. I try to reach all students to commend, encourage, or motivate them. However, there are those students who will not respond to my offer of help, thus creating some disappointment on my behalf. But if I stop reaching out, then I feel like I have failed the student. If the online instructor is supposed to be the coach, facilitator, and motivator, then perseverance to the end is a requirement.
Since there is no face to face contact with these students, the instructor cannot just give up. What happens if the student’s location has been hit with tornadoes, hurricane, flooding, etc.; that caused all forms of communication to temporary halted? What happens if the student has been evicted from their homes and need some quite time to get them back together? These are a few contributing factors that can result in a low participation by the student.
I am of the opinion that the online instructor needs to adopt the policy that “it’s not over until it’s’ over.†Keep reaching out until there is a zero chance of the student succeeding.
I disagree, continue to reach out to the student, send information about resources that could help, attach examples to emails you send
Yvette,
You should not forget the ones that want to learn, but we also have an opportunity to connect with the ones that are dropping by the wayside in their learning. I have found that many times when I contact wayward students I can get them back on track with a little effort on my part. I would rather have all students succeed if it just requires a little more effort on my part.
Herbert Brown III
I agree. You cannot force someone to apply themselves. You have other students that apply themselves and want to learn.
Kevin,
That is true. You do need to know students are struggling before you can help them. However, we can be proactive in watching our gradebook and other online indicators (general activity in the logs) and identify students that might be developing issues and contact them before they get too far behind that they can't catch up in the course.
Herbert Brown III
I would agree you can't help where you don't know where help is needed.
Dr. Cecil,
Good strategies to get the wayward student to connect back with the class. I don't advertise the waiving of late penalties either; however, if the student makes the effort to connect with me and work to get back on track, I don't typically penalize them.
Herbert Brown III
As has been often mentioned, there are usually many other avenues to prompt students to respond. Contacting advisors and other student support services specifically designed to help struggling students are possible at some schools. Certainly more communication in the forms of emails, phone calls, and instant messages with additional offers to help will eventually prompt some students to respond. I have occasionally offered “carrots†such as waiving late penalties or setting up a private chat session for that student only, and then including the time and date “appointment†for the student in the email calendar system. The non-responsive students have (sometimes) attended these private chats and we were able to discuss their issues.
Herbert,
I agree, and while I can't name the school, I can say that I work for 1 school that has faculty do tons of student outreach via phone calls, text messages, e-mails, and social media posts to no avail every week.
Sincerely,
Vince
It is important to continue to communicate with the student even if they are non-responsive. At the same time engage with the student's advisor, department chair or other available student services and raise your concerns about the student's lack of engagement. Sometimes a 'third--party' is needed to motivate the student.
When a student does appear to disengage from the course it is important to keep a record of your attempts to engage or involve appropriate other administrative units. Unfortunately disengagement can lead to a poor grade, which the student may challenge.
I totally disagree. Just like in the classroon if I offer help and the student doesn't take me up on the office, I keep trying. I never give up!
At the college I work at, we use an online messaging system for on-ground courses too. It is designated by most instructors as the Primary method of communication when face-to-face is not possible.
Numerious times, students will contact me via message to say they will be absent and ask for assignments. I am able to post those assignments via the message system. Now, whether or not a student takes action on it, I believe I have some influence over that if I establish (or re-establish) the deadline when it is due, and I ask them to reply to say they received my message. If the assignment is not submitted in time (or as the deadline approaches), I may forward our messages back to the student as a gentle reminder.
If no further action is taken by the student, I may send a final note saying I regret that they could not complete it on time.
The suggestion here is that, often, seeing the assignment and "the deal" in writing prompts the student to take more dedicated action because they have agreed (or at least acknowledged) receipt of the tasking in writing.
In my experience, most students are dependable and self-monitoring. When I chance upon the few who are not, I try to reach out to them at least three times before I decide that they have made an informed choice not to complete the assignment. Frankly, this is often followed by a reminder from me about the impact it had on their grade. I believe this may help them overcome laziness or procrastination on subsequent assignments, because they know I will care again, and again, and again. Hopefully, caring is contageous.
I second that Herbert. Although sometimes I am still unsuccessful, especially in those short 5 week long courses.
I humbly disagree with this statement.
If I offer help and the student does not reach out, I need to consider how I contacted them.
Was it welcoming? Was there genuine concern?
We should never feel like there is little more we can do. We can always do more.
Dr. Albert
Jeanice,
Agreed. If you communicate with your students well and take every opportunity to connect with your students you can still lose some of them over time. I also believe it is vital for someone to follow up with them to find out why they dropped to ensure it is just a personal issue or related and not something the school has control over to adjust and retain.
Herbert Brown III
Jeanice,
Agreed. If you communicate with your students well and take every opportunity to connect with your students you can still lose some of them over time. I also believe it is vital for someone to follow up with them to find out why they dropped to ensure it is just a personal issue or related and not something the school has control over to adjust and retain.
Herbert Brown III
I agree that communication is the key, but even the best of teachers are going to lose students. A lot depends upon why they are taking the class in the first place.
Nashid,
Communication, Communication, and more communication. Stay connected with your students early and often to try to alleviate their anxiety. If you know it is an anxious course, have extra help sessions, and ask the students what would make them less anxious. The main way to change their mindset is to convince them they can succeed and you are there to HELP them not fail them. Reassure them that you are there to help them through the process. Reach out to them personally when they are struggling...communication...
Herbert Brown III
