Karen,
Thanks for your input. When the students know you are available and ready to help them, you begin to develop a good community in the class. After the community builds and a relationship is established, the trust is developed. It must be difficult keeping up with the 4 hour window, but I don't know how many students you may have in the course. When I had 220 in one course, I was barely able to keep up with the 24 hour window initially. Keep up the great work. Thanks again.
Trust: Swiftly communicating with a student will establish "I'm here for you" approach.
Be Realistic: An instructor must be realistic with their communication. The 24 hour window to respond is to long; I have established a four hour window.
Establish an alternative: If the student has a computer crash, or internet problems I believe providing an alternative must be provided. My alternative is providing my cell phone number to my students and the hours I am available.
George,
You are right on target. We have to know what the students have and what they can/cannot use. There is a small learning curve for some, but large for others. Thanks for your input.
1. Does the student have a home computer and internet connection? Some of my students don’t have good working computers or internet connections.
2. What do I need to communicate to them and what do they need from me. I teach all on ground courses, so I see my students every week. Mostly I give them reminders and they ask me questions.
3. Can they access their email, phone or send a text. Since I teach a beginning computer course, some of my students don’t know how to text or use email.
Cynthia,
Yes, understanding your audience (your students) is important. If students don't have the technology or knowledge to use the technology, it's going to be a barrier to communication and learning. Keep assessing the technology you use. Thanks for your input.
You should consider the student's level of knowledge of the technology. If the student can't access the tools for the classroom, then the objectives of the learning environment are defeated.
You should consider your own knowledge of the technology and have access to all of the information that will make you successful in the classroom.
you should consider that technology is ever changing and as soon as you are use to one thing something different or better comes along.
Paul,
Can you expand on this? I'm not sure I'm following. Thanks.
Robert,
Yes, the KISS - Keep It Simple Silly is a good rule to follow. Use the technology all students can access. Nice job.
Nonverbal Communication
Student control with teacher guidance
Detremining allowance of time for communicating electronically
I agree with these as having students all over the US and sometimes abroad, it is sometimes better to keep it simple. Televonferencing and calling get difficult as well when we have time changes and as adjunct instructors have other jobs to jubble as well.
When I assess technology tools, my first concern is that it has the ability to accomplish what I need it to. Can it deliver the type of communication that is needed for the situation. After that, I would evaluate if its delivery of that communication best suites the needs of the message and the learners. Finally, I would determine the ease of use and the scalability of the technology. Can novice users fumble through it with ease and can future communication practices be added to it as my students get better at using it?
Jeremy
Victoria,
Good questions to ask. Thanks for making us think! ;-) Accessing the tools and using them appropriately to benefit the students and instructor is important. Evaluating the tool and using the right tool are equally important. Thanks!
1. Do I have the means(resources) to utilize the communication tools so that it is effective?
2. Do my students have access to the resources that will enable them to take advantage of the communication tools?
3. Once they do, will they know how to use the tools to their benefit?
Yvette,
Right on! Many times people use technology just because it's there, but it's important to determine whether it's the right tool and it works for their particular situation and students. Having information available for students so they know how to use the tool and some troubleshooting tips is also important. Thanks!
The three most important things to consider are:
1. Is this the right tool for the job of presenting the content I am trying to share?
2. Is this tool accessible to every student?
3. Have I provided all of the necessary information needed for students to operate the tool?
Cathleen,
Right on! Appropriate communication and technology that enhances the communication are key. It's necessary to evaluate the technology tool that you're using to make sure it's what you need. So many times people use technology just because it's there, but it may not be the right tool. Thanks for your iput.
Dalene & Nicole,
Thanks for reading each other's posts and carrying the conversation further. I also try to have an area online called "Troubleshooting Guide." It's just tips I've put together over the semesters of things that I know students may have technology issues with. Then, if students have issues they can look there first before contacting me. Thanks again.
Dalene,
Thanks for continuing the conversation. Any time you can put a face with a name in an online course, it's great. Keeping the communication going with students and between students is essential. This helps establish that relationship and sense of community. Nice job.
Dr. Crews, to me, the three most important considerations are:
1) Efficiency of communication. Does the technological tool actually enhance communication or hinder it? I have been on webexes that took the hosts 20 kminutes to set up properly.
2) Does the tool add value? Is it really necessary?
3) Does the tool help to reach the largest audience? If it doesn't, perhaps a simpler and more traditional method of communication would suffice.
Nicole - I totally agree that these three considerations are of top priority. Number 2 that you indicated really applies in my online world with one of my schools. I find that in many cases, comprehension of the techologies proves intimidating for my students.
To overcome this, I provide detailed explanations of how to access and use the technology, step by step. This seems to help tremendously.
