Get Your Students Hired
Tammy,
Yes, all of these can cause issues in the online environment. Keep the discussion going.
Hello Dr. Crews
One thing that worked for me in the past, I share my screen with the students during the first live chat. I walk them through everything that they need to know and how to navigate around the system. I have found out, it works like a charm.
Hello Brian,
I agree with all three. However, I think compatibility should be number 1. I usually have to deal with students who are not equipped with proper software and they become very frustrated. In online setting, students are from different facts of life and in most cases are not tech savvy.
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) why are the communication tools needed (the specific purpose), for example is it to deliver course materials, give the students a chance to interact with the instructor, share projects for critique, etc.
2) can the students access the technology, what are the exact platform/system, connection speed requirements
3) are the sufficient demonstrations provided, do students understand how to use the tools and why are these tools needed (to present a video, text, voice-over, and such).
Thank you,
Elena Martignon
Martha,
Right on. I love your "ibility" words. Accessibility, reliability, and availability. Your input on this forum will benefit others. Thank you.
Some of the most important things I would consider when assing technology include the following 3 things:
1. accessibility, reliability and availability. The communication must be available and the students must have access to the tools. The tools must be affordable. A lot of the tools are free. They must be reliabile. The students must have access to the tools when they are needed. Technology that is frequently "down" or not operating properly is frustrating and detrimental to a positive learning environment.
2. ease of use. Users should be able to learn to use the technology quickly. Technical support and "how to" manuals and/or videos should be available. I know of several instructors who delivered and posted archives of lectures without sound.
3. Intended use. One should assess the intended use of the technology and make sure the technology meets the needs of the online learning environment.
Dori,
This is an important process - assessing technology - and your questions are on target for such assessment. Thanks for your input.
Sandra,
Wow! You have learned a lot since you started teaching online. It is difficult keeping up wi the technology, but you are obviously able to determine which technology you need to use to meet the needs of the stuff dents. Excellent.
When Assessing the use of technology communication tools three important things to consider are:
1. How well did the students grasp the content?
2. Was the communication effective? Was there overload or not enough? or just right?
3.Did it enhance T2S, S2T, S2S communication?
The technology that is available for an online learning environment has progressed rapidly since I began online teaching in 2005.
The first thing that I evalute before the class even begins is what tools are available through the school's platform and what is expected from the course objectives. If the objectives from the syllabus expect students to attend a live seminar then it is standard that these student should have the software to do this, although I might have to provide some direction in regards of accessing.
The second thing requires continuous evalution through the term in order to meet the needs of the individual student. For example, I might be able to help one student through the use of a telephone call which is very basic, while another might require that I schedule a Elluminate meeting to review statistics with, if Elluminate software is not an available tool through the classroom then I would direct the student through Skype which is accessible for everyone, although it may require direction on accessing.
The last thing that is an ongoing consideration is making sure that students are using and accessing the available tools that are provided. Do they know where the ebook is and how to access it? Are there multimedia materials built into the lecture that should used and are they using it? Do they know how to communicate with me as the instructor through email, IM, Q&A's.
Sandra Masten
Tina,
And, the ones you have mentioned provide you with a variety of tools for varying students' preferences. Nice job.
Elton,
You are right on when you say don't take anything for granted. Using a first session or to so that everyone is "up to speed" will save you time later in the course. Thanks!
Dulcinea,
Right on! You have to find the right tool to meet your needs in a timely manner. Once you assess the tool, you'll know whether to keep it or move on. Thanks for your input.
Hi Dr. Crews,
The following communication tools that I believe are effective are: email, IM, and teleconferencing. The reasons are that email provides an easy and seamless format for immediate communication which is beneficial for an individual student or a group of students in order to identify and impart policy and regulations for the class. IM is as effective because it is a private conversation and is in "real time" and provides a forumm of direct contact with the student(s). And finally, teleconferencing appears to provide a sense of ease and comfort for those students who need to hear a "voice" to reiterate written information. This is also a great forum for one person or a group of people to identify the tone of the conversation and material and more than likely will resonate for for future reference and their assignments.
This is a very good discussion, one which I try to address during the first day of online classes. Most of the first session to geared to ensure all students are on board with "know-how" whne it comes to performing work on the portal. this includes discussion about assignment submissions, posting in the discussion forum, attaching documents, etc.
I do not take anything for granted in online courses, because some students will merely refrain from asking questions or reaching out for assistance in the mist of other students.
The first most important thing I consider is whether or not I will use the tool for one on one student communication or in communicating with a group of students.
The second thing I assess is the timing in which my message must be delivered in the virtual learning environment. The communication tool must be appropriate as to not hinder the communication process if a message or instruction is urgent.
The third thing I consider is if a certain communication tool has been effective in the past. I believe that by assessing the impact a communication tool has made in the classroom the tool will effectively serve its intended purpose and continue being used.
Christine,
Yes, you have to evlauate the tool up front to make sure it will meet your needs. Accessibility is something that many people don't think about. Thanks for bringing that into the conversation.
1) What is the purpose of the communication, for example, is it to lecture to the class, to meet in a virtual faculty office privately, or to answer questions, something else?
2) What is needed with the technology: audio, video, text, discussion or some other component?
3) Is the technology accessible for all students, is it robust and reliable? What are the costs?