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.
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?
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!
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?
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!
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
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.
Nonverbal Communication
Student control with teacher guidance
Detremining allowance of time for communicating electronically
Robert,
Yes, the KISS - Keep It Simple Silly is a good rule to follow. Use the technology all students can access. Nice job.
Paul,
Can you expand on this? I'm not sure I'm following. Thanks.
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.
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.
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.
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.
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.
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.
I am fortunate to have a variety of communication assets provided by the university. Training is provided both to students and to the faculty. The challenge is to get everyone on-board and using those assets and structuring them to fit the course objectives. Students seem to use e-mail the most for S2I communication although IM is available and specific hours for offices are required so that students know at least a specific time when the instructor will be on line. There is also a string of discussion board forums that pertain to required assignments for each unit, and I add a “lounge†and a “coffee shoppe.†The first is for students to introduce themselves and the latter to post messages, ask questions (or answer them) and is monitored daily. Next, there is an Adobe Breeze platform for week chats. These are live, of course, and have the capability that most platforms have today – voice, text, multimedia, whiteboard, file share, etc. These sessions are optional for students to attend, are archived and accessible to students when they want to view them. Teleconferencing can be used but is usually not used with the Breeze session being preferred. Finally, I post various numbers for students to call if they need a safety net, including a cell phone number with voicemail for immediacy. The university does not currently provide student numbers or encourage faculty members calling students. From the course material, I like the use of social media but I feel that I currently have enough contact with the student and them with each other. I have and am exploring that resource.
The three most important considerations, having said all this, are need (pertaining to enhancing the course material delivery and interaction), availability (it is on-line and approved for use) and accessibility (all students are able to use it.) There are many assets available to enhance the classroom and many more will be on the scene in the near future I am sure. The most important consideration is how the method will enhance instructional delivery and the students’ classroom experience.
George,
I like the fact that you call them communication assets because that is what the are. Communication in general is an asset to engagement, less misunderstandings, and working toward achieving the learning outcomes. Nice job.
Clarity, Code of Conduct, and being persistent.
Students need to have a clear set of rules and being persistent always helps due to following the rules and guidelines at first.
Tone, substance, and answering the question. When contacted by a student, an instructor has to be prepared to give an answer. However, answers have to be substantive and show various dimensions of how one could answer a particular question. Finally, tone/diplomacy is important because online students are not afforded the luxary of hearing voices or seeing factial expressions; always say hello and word sentences accordingly.
