Well, by establishing this we can get a better feel on how we need to address certain situations.
Because there are distinct differences in generations, all of the generations need to be respected when facilitating an online class. Communication will assist with the process of facilitating an online class. The initial online session should be one of communicating the class/community guidelines. In particular, the type of responses, grammatical use, and how to respond/not to respond in a forum discussion. Then, throughout the course, consistency in implementing these guidelines is essential.
Melinda ,
Yes, understanding your audience - in this case your students - is essential. The more we know about ourselves and others, the better the communication and learning. Thanks for your input.
It is important to understand the role generations play in communicating online because different generations have different frames of reference, and as an online community it is important that all feel equal. Some students will have vast computer/tech skills, where perhaps a non-traditional student may be coming back to school after 20 or 30 years, and not have the computer component mastered yet. Understanding these diverse roles will help me support all students' academic success, and foster the diversity of all learners.
Karen,
The short bio you have students write can lead to a better understanding of students. Many times I have students do this on a discussion board that all can see and then have other students find commonmalities between their bio and two of their peers' bios. It begins to develop some community. Keep up the good work.
Nathan,
You are right. We are all different and many times it's not easy to see the subtle differences. Understanding your audience, your students, is key to developing the professional relationship, building community and providing students with what they need to succeed. Thanks for your input.
With such a wide range of non-traditional students taking online courses both the content and the faculty have to be aware of the subtle, sometimes very different, approach to life and their engagement with the school. If you can identify these students upfront you can make sure you speak with the appropriate tone, provide relateable examples, and support them in the classroom. If you talk to a boomer like you would a Gen Yer you are going to have some problems.
It would be great if an instructor had access to a student’s generation identity, but unfortunately we don’t. The first week of class we ask each student to write a short biography, this can sometime give us insight to their identity and how I might reach out to them. I always respond to the biography and ask specific questions, for instance; “Is this class your first experience in an online environment?â€
Knowing some personal insight of a student can help with communication.
Barbara,
You audience is your students. Understanding your audience is imporant in any setting. Thanks!
Understanding generational roles is important because in each class will be from diverse backgrounds and many may have no prior knowledge or experience with online education or social media sites.
Kevin,
Yes, we can't "block" all students in to all generational types, but there are typically some commonalities. Getting to know your students (your audience) is essential to help therm succeed in the culture that is created by the "mix" of students. Thanks for your input.
Regardless of the generation our students come from the primary difference between on ground and online classes is the absence of visual cues in communication. I have also found that students from a baby boomer segment (I'm from this segment as well :)) will not be inclined to share their discomfort with technology until it's too late -- an assignment is brought in in handwritten format because the student doesn't have a home computer and, or doesn't know how to send an attachment.
The goal is to build a culture in the class where students can feel comfortable sharing their tips and tricks with each other -- at no time should a student be made to feel too cerebral or simple because of a high or low comfort zone with technology.
George ,
Very true. We learn from our differences. (I have posted this several times, but it keeps coming back that I have not posted a response, so I'll keep trying.)
Thank You and I need to remember to celebrate our differences and presectives.
George ,
Thanks for your input and for continuing the conversation. Everyone doesn't fall into nat little "categories" so it's great you have developed questions that meet your needs. It's good to get to know your audience - the students. Thanks again.
I don’t always like to stereotype students into predefined roles and norms based on when they were born. I instead give a four question diagnostic test to see what their major is, what semester they are at, what they feel their technology skills are 0-5, and how they feel about technology and online learning. This is just a preliminary to get to know the student and allows me to begin to help them succeed in the course.
Cynthia,
You are right. Everyone can learn from each otehr across generations. Nice job.
Linda,
Not every generation can be totally "lumped" together with certain characteristics, but it's good to know the generalities of their characteristics. I believe our students are a community of learners and learn from each other. They do this across generations. Thanks for your input.
It is important to understand the role generations play because all people communicate differently. A younger person may not use the same language or slang as an older person.
I am a member of the Baby Boomer generation and have had "technology anxiety" with computers and software not working properly. I can easily relate to my students that have computer and software isues in their online classwork.
It is amazing to me that most of my students have grown up with computer technology and are very comfortable with verbal communication. My biggest challenge is getting my Generations X and Y students to attend chat sessions and communicate verbally.
