Well, here it is: a Q & A column specifically for anyone who teaches at a distance. Since I began my other column, “Try This,” for our journal I have received many e-mails asking “How do I …?” and “What do I …?” and “Can you give me a suggestion for …?”—all important questions, but ones I could not answer in my column (it’s not a Q & A column) or personally (no time). So this column will appear in each issue of Distance Learning with my responses, based on my 15+ years of teaching and developing online courses, to those questions that have the widest reader appeal.
As for specifics, the deadline for the nest Ask Errol! column is March 15, and I will take all questions relating to distance learning and teaching, with one caveat: this is not a column that serves as a computer repair/advice column. If you are having problems with hardware, software installation, downloading material, networking, webcams, printers, and so on, it would probably serve you better to contact a professional who specializes in these areas. Finally, please be sure to include your name, school or organization affiliation, email address, and a contact phone number. Send all questions to me at erroldistancelearning@gmail.com. (Also: I welcome comments and suggestions on anything in this column!)
This inaugural column contains some of those many questions I indicated above, but I have left out names of the senders as they had no idea I would be using their questions in an internationally read column; however, all future columns will contain the name of the person who submitted the question.
Finally: remember that any suggestions and info I offer in response to the questions must always be implemented based on your school’s policies and procedures; this is the umbrella under which all online courses fall. And we begin …
Weekly Discussion Board postings are an important part of my online class, and nearly all my students are constantly posting. My problem is one student dominates each discussion thread through a large number of postings (at least twice as much as anyone else in class) and at times browbeats other students’ postings. Is there a diplomatic way to handle this?
This is so common in a synchronous teaching environment, as students often believe they are “hidden” from the rest of the class and thus can post at will. Also, distance education offers a great environment for the normally reticent f-2-f student to come out swinging with words. To counter this, take the following steps, in order listed:
Check with your faculty handbook and/or supervisor regarding any policy the school might have; if yes, be sure to follow it.
Post a general announcement or e-mail to the class (whichever you prefer) that begins on some positive note regarding the discussion but then delves into a reminder of balance of postings in each discussion thread and that each person’s response is valuable.
Send a private e-mail to the offending student (we never want to embarrass a student by confronting him or her in a forum where other students can read our comments), beginning with a compliment of how much you appreciate his/her enthusiasm for discussion. Next, slide into a reminder of the professional, spirited, and positive vibes that are important for any discussion, and point out (use at least one example, as the student might honestly not be aware of how his or her postings are wrong) where the student has crossed the line. Finally, end by asking for the student’s input (you might also suggest a phone conversation).
And if it continues? It is rare when a student is removed from a course for such an instance, but a reminder to the student that grading for discussion includes the substantive nature of the postings, and the student’s approach does not merit much in this area, will usually keep the student in check. The possibility of a negative grade can be a powerful weapon in an online class!
It seems with nearly every online class I teach there is at least one student who complains that because he or she worked hard, the low grade earned in the course—usually a C or D—is not deserved. Even though I tell these students their grade is simply a reflection of all their efforts in the class and that the grade breakdown was plainly outlined in the syllabus, this does not satisfy them. Any suggestions?
The problem here is that many students equate simple expenditure of effort and time with the right for a very good grade—but we know it is the quality of the assignments resulting from the students’ effort and time upon which grades are based. Thus, it is crucial to begin each course with a separate posting (e-mail, announcement, etc.—something the entire class will read) that discusses effort in and time spent on the course in relation to your approach to grading. (Reason for a separate posting: it emphasizes the importance of the subject matter.)
Two other suggestions: (a) Post reminders of this policy every few weeks in the course—while we like to think students will always recheck our first postings of the course they often do not. (b) For any students who mention the effort and time they have expended in any portion of your course—or if you notice students who are very active in the course but doing poorly with grades—be sure to send them a private reminder of your grading policy. The best defense for you later on is a good offense now.
Is there any surefire way to get students actively and enthusiastically involved in an online class when they readily admit they are scared and nervous because they have never taken an online class and their computer skills are minimal?
There is a myth that students taking online courses are computer savvy. Add this to the new—and quite different (from an f-2-f class)—environment of the online class and you have students whose work in the class or interest in the class can be negatively affected. Here, the online instructor’s tone is crucial, and it must begin with a portion of an opening “Welcome to the Course!” e-mail that recognizes the two problems you point out—and that you are not only always available to help, but eager to do so. And keep a watch on any students who mention this—your proactive intervention might be needed (it can not only help a student to adjust but also keep that student from dropping your course), including a phone call. Also, be aware of all IT resources your school makes available for students, and have handy all IT phone numbers and e-mail addresses you can pass along to students.
My course is set up so there is a new discussion board posting every 2 weeks; during the 2-week length of each discussion I find students very eager to get involved in the first week but they quickly fall off in the second week. I get the impression they are tired of the subject to be discussed or believe they’ve contributed all they need to contribute in that first week. How can I keep them just as involved during the second week of each 2-week discussion posting?
No matter how exciting or controversial or important a discussion question/topic, it is rare when the discussion thread can run itself. We as online faculty are crucial components to keep that portion of the course beating strongly and loudly. There are a few things you can do that guarantees this, no matter how long a discussion thread is “alive”: (a) Be sure to post at least one response to a student’s posting daily—and always end your posting with a question to the class that warrants a new direction or interesting twist on the discussion question/topic; (b) Include personal stories from your past that relate to the discussion thread—this not only makes your posting quite interesting to students (nearly all students want to know about their online instructor’s lives beyond the course!) but also shows an additional value of the thread’s focus; (c) Be specific in picking up on a student’s comment and asking that student to explain or comment further on his or her posting.
My school presets its course syllabi, so I must adhere to the assignments in my syllabus, adding nothing to it. This is okay, and I do my best to keep students involved and enthused by being a constant presence in the course, returning assignments and responding to student e-mails on time, and offering good feedback on all assignments. But I feel there is more I can do to keep students excited about the course. What would you suggest?
It is important we fall back on our creativity and sincere interest in the subject—and not be afraid to do so “outside the box.” One of the best ways to add vim and enthusiasm to the course is by offering students one or more cartoons, riddles, articles, personality profiles, unusual facts, websites, and/or pieces of history that relate to the subject of your course. Doing this serves three functions: (a) It adds a lighter side to your course, thus giving the students “desserts” in addition to the main entrée of the syllabus—this always pulls in student interest; (b) Any of these reinforce the subject being taught, but do so in a fun, “Hey, this is interesting!” manner; (c) They give your course a richer, more complex tone, allowing for a more complete distance learning experience by the students.
Remember: The greatest minds of the ages have asked questions to learn, to grow, to expand—and one of these minds is the distance learning instructor.
