Education, Citizenship and Youth
Distance Learning
Communications in a WBC -- FAQs
It is well accepted that the communications dimension of an online course is an important aspect of student satisfaction and success. In fact, many of the perceived advantages of taking a course online result from computer mediated communications (CMC).
Larry Danielson (formerly a teacher at Garden Valley Collegiate, Winkler, MB, and now a consultant with Wellspring Consociates) is an online learning pioneer in Manitoba. He has five years experience in developing and instructing English language arts courses online using several different platforms and communications tools. In addition, he is widely read in the area and corresponds extensively with experts in the field. He generously shares his knowledge and experience.
Larry responded to several questions about the various techniques and strategies that he uses to manage and foster communications within an online course. He suggests techniques from his own experience and references other sources in his answers.
- What do you do at the beginning of a course to get communications started?
- What do you do at the beginning of a module or unit?
- How do you encourage students to get to know one another as people?
- How do you assign students to work in groups?
- How do you keep students accountable for participation?
- How do you encourage quality participation?
- How do you keep discussion going when it tapers off?
- How much direct participation do you find necessary in a given forum?
- How do you encourage students to contact you via e-mail?
- Do you use online "events" where all students participate?
- How much is too much?
- What do you do at
the beginning of a course to get communications started?
At Garden Valley Collegiate (Winkler, MB), our online classes are offered to in-school students as an alternative to face-to-face meetings. At the outset of the course, many students are preoccupied with learning the software. We meet face-to-face (F2F) during several noon hours to learn the basic features and navigation of the software (LotusNotes LearningSpace). We practice the basic features in the first brief module and then, as the course progresses, learn new features through online delivery.
Most of our practice with software features has a "content" dimension. For example, when students are learning how to participate in a discussion, the discussion topic has a direct relevance to subsequent course material.
I try to start with a lively topic of discussion. Although the topics vary from semester to semester, the most important thing is that they be debatable. Any topic that is relevant to the course curriculum and of interest to students should serve. For one delivery, an effective topic was the issue of gun control. Some of my students are avid hunters and the legislation that aims to prevent shootings such as those in Littleton, CO and Tabor, AB may also restrict students' access to firearms for their favorite outdoor sport. As we engage in such discussions online, I ask students to use specific software features (e.g., "reply", "reply using a quote").
Another early communications activity involves student's writing a brief "profile" or "autobiography." This helps other classmates get a sense of who's who. The profile should be at least a paragraph in length and include both academic and personal interests (e.g., music, sports, entertainment interests, work activities). Learning to project an "online identity" is important, especially with people at a distance, but even in an on-site / online course. These autobiographies or profiles also help other students decide with whom they would like to work in small-group activities.
My work with online collaboration (e.g., group formation; team activities) derives from my use of cooperative learning in the regular classroom. Of the many books I've read, one of the best primers is Joining Together: Group Theory and Group Skills by David and Frank Johnson. It is full of practical activities. The Johnson brother's book offers a wide range of material from which to choose.
- What do you do at
the beginning of a module or unit?
In both of my online courses and my regular classroom courses, I try to do something "different" at the start of each unit. If one unit has been discussion-oriented, the next one might be more individualistic and action-oriented (e.g., web-searches for information). Having identified a variety of learning activities, I use different ones in the respective courses and units. In that way, each course is more distinctive in its approach and my students are exploring many new ways of learning.
- Morton Flate Paulsen's 1995 "Pedagogical Techniques" Report. (http://www.nettskolen.com/forskning/19/cmcped.html)
- Judi Harris' Activity Structure Collection: (e.g., keypals, global classrooms, electronic appearances, telementoring, impersonations, etc.) (http://virtual-architecture.wm.edu/)
- How do you encourage
students to get to know one another as people?
I have already mentioned the "profiles" or "autobiographies".
Through discussions and small-group work, students also begin to know each other. Some of the "get-acquainted" games one uses at the beginning of a regular classroom course also work well online.
The biggest challenge in "getting to know one another" is when one or more students are not active responders. Their partners or groups get frustrated very quickly. I often have to counsel students how to motivate group members whose participation is limited. At the outset of a course, this may take considerable time, but it is valuable learning for the group members. And I consciously credit those who have made the effort to involve all members. (Johnson & Johnson identify ten aspects of group work that I've used for inter-group evaluation).
- How do you assign
students to work in groups?
When forming small groups, I usually ask students to name two or three students with whom they'd like to work, and to rank these in order of preference. I emphasize that the person(s) nominated should be one(s) with whom the student can workproductivelyand I assure them that their choices will be kept confidential. Some students simply choose their closest friends, but others partner with students who challenge them to achieve their best.
I try very hard to place at least one of the nominated persons in each student's group. (Often, I also do a sociometric chart of the choices--weighting first choices more than second or third. This informs me which students are the charismatic "centres of interest" and which ones are "isolates". I generally structure the small-groups around the popular students and, as the course proceeds, seek natural ways to integrate the isolates. This seems especially important in online work, where students lack the F2F contact).
As much as possible, group activities need specific goals to create momentum and enthusiasm. Competitive activities can provide such goals, but I usually avoid them, preferring cooperative structures that foster a community of learners.
I try to be firm and reasonable about project deadlines. Groups need some pressure to keep moving forward. In my classroom or online, dysfunctional groups can "fire" a member...or divorce into smaller groups. Although this is a last resort, it is sometimes necessary if a member is 'hitchhiking' and not contributing. The expelled member is expected to work alone for the duration of the project, but encouraged to negotiate and rejoin the group for subsequent projects.
Firing or divorcing a group member is an extreme measure. To ensure that the action is just, it must be done in consultation with me and only after other remedies have failed. (I will also have been active in encouraging a student to participate and contribute more satisfactorily).
- How do you keep
students accountable for participation?
First, regular attendance is vital. My online students are expected to login and to work approximately 60 minutes each day -- unless they have a good reason to be away (e.g., a sports or arts field trip; an alternate course activity completed offline, etc.). Secondly, for participation in large group discussions, I specify the minimum number of times a student should contribute--e.g. two, three, or more times. I may also suggest an appropriate length of response (e.g., three to five sentences, a short paragraph, etc.). I discourage one-liners (e.g., "Me too!") and one-pagers.
In my evaluation of discussion participation, I can cluster all of a student's comments together and quickly assess both the quantity and quality of the contributions. For those students working at the start of a discussion (e.g., Period 1), it is hardest coming up with an idea of what to say. For those later in the day, it is hardest coming up with new ideas--something that hasn't already been said. If my time allows (e.g., noon hour), I'll review the discussion in the midst of the day and provide prompts that keep the ideas flowing and the discussion well-directed.
- How do you encourage
quality participation
RESOURCES: Let me suggest two web sites that provide excellent guidance in this area:
- Lisa Kimball's article on "Ten Key Elements for Team Leaders to Manage" (http://www.tmn.com/~lisa/teams/ten.htm)
- Mauri Collins' Moderator's Homepage (http://www.emoderators.com/moderators.shtml)
MODELS: So students know what is expected of them, it is helpful to provide several quality models that in different ways fulfill the teacher's expectations. When delivering a course for the second time, a teacher has a good range of archived material from which to draw. I use such material when posting writing assignments (e.g., book reviews) and sometimes I also incorporate it in online discussions.
WHISPERS: During our early online discussions, I provide many "whispers." These are short e-mail responses to students noting that they are participating in a quality manner. At the outset of an online course, some students feel very uncertain about what they have contributed, and such reassurance and encouragement goes a long way toward shaping a good learning environment. (On occasion, I will have the same student in my online course and another F2F course. I find the online relationship to be much freer and franker, and I am more conscious of the traditional classroom as a medium--one that can impose distance and barriers between students and teachers).
Occasionally, a student's discussion responses are not satisfactory or appropriate. Again I may use "whispers" to indicate my concern or reaction. If a comment or response is unacceptable (e.g., calling someone a derogatory name) I will delete it from the discussion and indicate publicly why I've done so. Initially, I try not to be too punitive about the situation, knowing that students are learning the appropriate manners as we go. (Sometimes students express themselves more forcefully than they intended. They know the tone they intended, but not all readers do. Much can be learned about written communication as we work through such problems).
In the general discussion, I usually don't praise the quality of a person's contribution, but I respond to the ideas in a way that indicates it is well worth everyone's attention.
- How do you keep
discussion going when it tapers off?
Online, as in the classroom, one does not want to "beat a dead horse." In the in-class setting, I seldom carry an animated discussion beyond the daily period. Online however, a discussion might continue for several days. Occasionally, we'll even have two distinct discussions running concurrently. (That is something one cannot do in a regular classroom).
After most students have contributed once to a given discussion, I'll provide a brief summary--and re-directing comments if I feel the discussion should continue. Moderating online discussions is an art and one learns with practice. (Fortunately, much has been written about this subject; see Mauri Collin's "Moderator's Homepage" for material).
Eventually, I try to place one or more students in the role of moderator. This allows them to develop these skills.
If a student is absent (or not actively participating) during the time of a discussion, I look for alternate and relevant activities. There is no point for a student to add comments in a discussion that no one is reading. One of the simplest and best activities may be for the student to summarize what has been said. The student becomes familiar with the ideas and course materials and also practices essential summarizing skills.
- How much direct
participation do you find necessary in a given forum?
The amount that students participate in-class varies and the same is true for online. The biggest change for students online is that those students who seldom, if ever, contribute orally in-class must now say something. It takes time and practice for them to become active. Positive reinforcement (e.g., e-mail whispers) early in the course is very helpful. In my second online delivery, I had very insightful contributions from a student who I later discoverednever contributed in-class (F2F). His initial online responses were not spectacular, but once he opened up, he had much to say.
- How do you encourage
students to contact you via e-mail?
I encourage most of my students to use the e-mail that is part of the course software (e.g. LearningSpace, First Class, WebCT). I check this mail several times during the day and try to respond within several hours. By contrast, I may wait until late evening to check my other e-mail account. Using the e-mail that is part of my course software, I also have available formatting tools (bold, italic, underlining, variant fonts, and colours) that are lost in the ASCII world.
For students who have home-access to the school server (via the Internet), I sometimes provide feedback on weekends. Working with me online, a student may edit a paper several times between Friday evening and Monday morning.
Students do not need much encouragement to use their e-mail. They like it, and they like being able to ask questions of the teacher or their peers "without looking stupid" in front of their friends.
The main challenge for online teachers is to keep up with the amount of e-mail. Many days, I get 15 or more responses. Here again, one learns with practice.
Some advice:
- Initially, give much attention to the e-mail and don't despair that it is "too much work" to keep up in a timely fashion. The amount of mail does taper off. Students at first relate primarily to the teacher, but as their sense of online community grows, they will relate more to their fellow students.
- E-mail between the instructor and students is a primary way of building relationships. Sometimes just a brief response is needed; other times a paragraph or more is needed. Occasionally students spot mistakes in the lesson. In our "as-you-go" approach to lesson material, errors do arise--and they can be corrected quickly, especially with student feedback. Other times, the student has skimmed the text and not located vital information. Until students adapt their reading skills and learn when to skim and when to scan, I am patient in providing directions to what is needed.
- Do you use online "events" where all
students participate?
Yes, and these will vary from delivery to delivery. Most of our events take us "off-campus" (e.g., mentorships such as the one we did with Carleton grad students in journalism, the online trials organized by Sandra Hawkins in BC, electronic guests linked to several sites, etc.).
Given my concern that students learn multi-site communication skills, I focus the events on activities that link us to people in other places. Students enjoy contact with people elsewhere in Canada and the world, and it helps them, to develop a broader perspective. Although the logistics are sometimes complicated and frustrating, such "events" have always been worth the investment. They tend to be what students remember most about the course.
- How much is too
much?
I'm not sure how to interpret this question, and that very uncertainty illustrates one of the challenges of the online mode of communication.
How many events are "too many"?
For "events" in a communications course, a couple of major ones is plenty. They take considerable energy from both teacher and students. For those students who particularly enjoy such activities, additional ones can be set up).OR
How much material is too much?
Pacing the delivery in an online course is a great challenge. A Cyber-teacher lacks the customary visual cues of the classroom that indicate whether students are bored by the slow pace or overwhelmed by too much work.
Early in the course, I quietly invite four or five students (usually one per small group) to serve as "Pacesetters". Periodically I ask them "Are we moving too fast, too slow, or just right?" (They archive their responses to me and, at evaluation time, I credit their feedback as a leadership activity). I do not advise other students who these Pacesetters are, since they may be pressured to "slow down" the process. It is their choice whether or not they let their peers know of their role. Given the asynchronous nature of the course, the Pacesetter feedback gives me a reliable picture of how most students feel about the pace.
All students are welcome to contact me at any time, commenting on the volume and speed of work. I invite this in my initial course guidelines.
I have had one or two students say "Slow down"! In reality, they were wasting much of their work time and then trying to do the least amount possible. A good online software lets the instructor monitor the amount of time students spend online so that helps one to evaluate the legitimacy of the request.
Of course, the time investment is harder to track for students who work off-campus with an off-line browser. I ask my off-campus students to login, replicate to their home computer any mail, new assignments, and course material, and then work off-line. When they have completed their off-line session, they again login and replicate their work to our school server. The time between logins and the amount of work completed is an indication of their time investment.
The pace of the online course changes as the delivery proceeds. At the start, most students are new to the software and it takes them longer to read all the information and to key in all of their responses. Later, they've learned to skim and scan effectively and their keyboard skills have increased considerably. Then I pick up the pace. Comparing my online class to their in-class counterparts, I usually feel "behind" in the first couple of months. By the end of the online course, however, I've always dealt with more material than we have in class. I believe such progress derives from our steady use of productive electronic tools and from students developing a more independent approach to learning.
Two excellent resources for online activities are:
