Nice list. Luckily I teach math, thus APA is not relevant. One problem that I have is getting equations and graphs into electronic form for discusions or assignments. Thus I spend time up front showing them the equation editor in Word and how to get graphs into Word or PowerPoint. Basically, my class require a differnt level of sophistication with regards to computer software programs. Each students enters the class with a different software skill set, so, I need to deal with this dynamic.
I think that it is important for the instructor to outline their time commitment.
For example:
* How soon should students expect answers to e-mails
* How long after the due date are grades to be complete
* What type of feedback will be given in grading
Hi Nathan, I think these are important questions to answer. I also think that learners have specific expectations for how the instructor will interact, so I recommend that you include information about how you will participate in course activities. Tina
Tina,
The following are the elements of a faculty expectations statement that I think should be included:
1. Expectations of students: complete reading, assignments and dicussion forums in a timely and professional manner.
2. Expectations of their instructor/facilatator: when to expect responses, when is a good time to send questions, and an idea of the facilatator's schedule so expectations can be managed. Generally, 24 hours is a good turn around time, with the exception of weekends or vacations. In addition, posting a course calendar helps to keep students aware of upcoming assignments.
3. Role of the instructor/facilatator: As a facilatator I assist the student in their learning and will clarify any questions they have about the material or the learning environment.
4. Expectations of student communication: Students need to ask specific questions in order to get a better response. Questions or statements such as "I don't have a clue what is going on." open such a wide field of potential responses that it is almost impossible to respond to them. A question like, "I don't understand how to get the answer on question 32 of assignment seven" are easier to clarify for the student.
5. Expectations of discussion forums: I let all students know what I am expecting for an answer to a discussion question as well as the components of a good response to a discussion posting.
6. Institutional expectations: university expectations on issues such as plagiarism, cheating, and security.
I am sure I missed some, and so will read the other respondents responses.
Kate
One of the things that I do is I send out an email in the morning letting them know that this is the day for the lecture or chat room. I send a few emails throughout the day reminding them. It generally states “REMINDER…..Tonight at 6:00pm PST I will be in the chat room. This is the time to come and get to know your classmates. I like to interact during the lecture through the Q & A as well. That seems to be what they respond to the most. They seem to ask more questions during the lecture. So I like to keep the communication line open. Since I cannot hear them the Q & A works well.
I use this time to talk about the work that is due for the week ahead. I learned that certain case studies always get them flooding my email. I learned that to prevent them from sending me a ton of emails to respond to I talk about what they need to do. After that I email them a guide to get them through the assignment. I start it by saying I understand that some of you had some questions about the case study for this week.
There is one thing that I noticed about the students in an online environment. They are all different. Some of them really are shocked when you pick up the phone and call them. They seem to act like you are bothering them. Maybe they are so shy that they do not want to interact. Then there are others that want to talk about their classes freely and openly.
I like the list. I do something that is similar as well. I send an introduction letting them know that I am their instructor for the upcoming course. I also go over expectations. Then we cover them during the first lecture. That one lecture generally lasts a little longer than the required hour.
Every week I send an outline of the case studies that are the assignments for the week. I let them know how I grade them by sending them the rubric. This eliminates a lot of questions from them wanting to know why they got the grade that they got.
Linda Walker
It's a great idea to make available a "faculty expectations statement." As some have already discussed, one of the most important elements is specify the turn-around time in responding to communication, whether emails or threads. In our institution, we require that all communication from students be responded to within 48 hours. We do, however, stress to our online faculty that, the best practice is to respond within 24 hours.
Another element is the late work policy. Each faculty member may have a different policy on late work... some do not accept it, while others may, with or without penalty. Whatever it is, it must be thoroughly explained so that all students understand it.
I think the 24 hour turn around time is very appropriate. In some instances you may need more but you are going to let the student know this by contactin them. I would contact them and let them know that you are working on the problem and that it may take some time. I would not work to solve a problem without acknowledging their request. I feel that if you at least respond and interact with them that is appropriate.
Linda
Which is more effective traditional face-to-face classroom learning or online learning? The very best instructor either online or in the classroom needs to be practiced first. I learned in a traditional classroom with faculty face-to-face interaction for my undergraduate degree. I also had the privilege to learn in an online learning earning my graduate degrees. Presently I teach online where I totally understand face-to-face classroom learning and online learning by being an instructor in the classroom and online. I think it is important to be an effective online instructor to have already taken an online course of some sort to gain the insight hands-on mindset experiences on what the student is going through in the course.
The dependence on academic in-class learning has gaps in education. I am a firm advocate on academic learning online. When I had instructors teach me in the classroom traditionally speaking and told the class to read the chapter before they come to class most students did not read the chapter from the textbook at all. The effectiveness of the instructor to student was not really engaging at all. Students figured it was not their major and why should they take much consideration into their learning by reading the chapter ahead of time. I understand that is very sad but that is the way it went.
On the other hand you cannot participate in the discussion online if you do not either read the chapter, review a journal, or other communicative ways. I found my experience for online learning to be more effective where students did engage and support their education through the online learning world. At first when I started an online program I was unsure on the effectiveness in online learning. To my surprise I learned more online than I did sitting in a classroom. I guess the only way someone can realize how wonderful and rewarding online learning experiences are is to actually take part in a continuing education, college, or university online course. That is the answer.
Hi Kate, I think these are excellent expectations. The one thing I would add is specifics on what you mean by: "Expectations of students: complete reading, assignments and dicussion forums in a timely and professional manner." In our discussions, we ask them to post their initial response to discussion by midnight Thursday and interact with at least two learners by midnight Sunday. You may also want to include additional information about what "professional manner" means to ensure all students are on the same page. Tina
Hi Linda, we have found the same thing when faculty have called learners. It could be that the reason they are online is because they can work independently. They also may feel that they are being put on the spot. Tina
An issue that I have found in teaching online is learners who have different expectations for the online course and instructor. To keep learners from becoming frustrated with their expectations not being met, we have created a faculty expectation statement that all faculty post at the beginning of the ocurse to ensure that learners understand what they can expect from the course and the instructor.
What do you feel are important elements of a faculty expectations statement that can help set the appropriate expectations for learners in your online course?
This is very interesting information, as I am contemplating teaching online courses in the future. I believe I will create my own version of the expectations statement in collection with any other documents needed to being the course. Misunderstandings are easily averted in any classroom setting when expectations are clear. Since I personally like to "escape" into nature for a walk once or twice a day, I would like to express to my online students that I do not walk around with my laptop twenty-four hours a day. Great advice, thanks! Jennifer
Jennifer ,
That is a great approach. As adult learners, most students are usually understanding and able to adapt if the expectations are clear. One of the most difficult components of this is getting them to thoroughly read ALL of the announcements, expectations and postings. It sounds like you are definitely on the right track.
Dr. S. David Vaillancourt
