The emphasis on communication can't be overstated. Online students have to have clear guidelines so they can participate effectively. Proactively supporting student success will equal a better learning outcome for students.
Hi,
I think one of the most important things I have learned in this section is to include more details as far as communication, discussion boards, etc in my course syllabus. For example, give more explicit directions on what to do and what not to do when responding to peers in the discussion board.
For online discussion posts and communication in general, a good rule to follow is the Golden Rule: “Do unto others as you would have them do unto you.” This is Jesus' words in Luke 6:31.
It is important to use differentiated instruction and design activities that will reach students in all generational groups because they all have different communication styles.
Biggest take away is that being a good role model for the students can go a long way
In this module I have been reminded about the differences in students that come from different generations. In a couple of my courses I may have students that range in age of 17-65 years-old. I have learned that I need to adjust my teaching methods to encompass students of all ages. For instance, baby boomers probably will not be as comfortable with technology compared to Gen Z or millennials. I learned that I need to use a variety of communication tools that may include email, discussion forums, wikis, blogs, etc.
From this module, I’ve learned that helping students communicate effectively online requires more than just providing access to technology—it demands intentional planning, clear expectations, and ongoing support. Effective online communication is foundational to student engagement, success, and the creation of a thriving virtual learning community.
One of the key takeaways for me is the importance of matching technology tools to communication goals. Whether it’s VoIP for live check-ins, discussion boards for peer engagement, or FAQs to reduce email overload, each tool must serve a specific, student-centered purpose. I also now understand the importance of addressing generational differences in communication styles and offering differentiated support so all learners—whether Baby Boomers or Gen Z—feel included and empowered.
Moving forward, I will apply this by setting clear communication guidelines in my syllabus, modeling respectful and professional communication, and checking in regularly with students to ensure that the communication tools are working effectively. I will also provide private encouragement for students who aren’t participating and ensure that all students are given the tools and confidence to engage in meaningful, respectful dialogue.
In short, effective communication doesn’t just happen—it’s cultivated.
The most important thing about this section was the reminder about tone and clarity. As someone who thinks they are funny and likes to use their sense of humor to connect with people, it is important to understand I must be careful when using my sense of humor in an online environment.
I try to create syllabi that are clear and thorough. The more crystal-clear the verbiage is in the syllabus, the less time I usually have to spend 'clearing up' student misunderstandings about the course. Honestly though, most of those misunderstanding arise because many students don't actually read the syllabus. But I have recently initiated online formative assessments regarding the syllabus that students must complete at the beginning of each course :)
Students need to be self-motivated for online only content. Relevancy can help to bolster student engagement. Don't assume because a student is silent that you need to react. Just continue to communicate and encourage.
Instructors need to be prepared to address the challenges that will surface with communication in an online course environment. It is the instructor's responsibility to set the tone and model the expectations they have for the students with communication. The biggest challenge with online communication is typically due to misinterpretation of the communication because we cannot observe the nonverbal language that is apparent with face-to-face interaction. The instructor needs to facilitate the communication process and not dominate it.
Comment on Shawn Groveunder's post: I agree. The instructor must constantly reach out and motivate participation
How to foster good communication was what stood out to me. I like the idea of assigning students to be moderators as a subtle way of letting each student know they will eventually have this role. In my online Master's program, I came to detest group assignments. There always seemed to be that one student who was willing to ride on the coattails of the rest of the group. So, there needs to be some effort put forth to make sure that cannot happen or to minimize it. It is not fair to have one's grade diminished because of a lazy or incapable group member.
Instructor have a big job to do when it comes to online learning. As I've mentioned before the "crutch" for not having visible sight of an instructor can be an impediment for visual learners and therefore it is crucial that the instructor to student (I2S) and student to instructor (S2I) and student to student (S2S) are more than willing to cooperate in the same paltfrom with a transperancy which is conductive to positive feedback from each other. Students both must have an open mind whereby their skills for communicating thought into written form as well as verbal (microphone statements) can come across clearly for the online community to extrapolate, compare, and cognitively make sense of it all.
Again must have very good communication to make it all work for the instructor and student.
This module highlighted the significance of generational differences in technology use and their impact on online course communication. Failing to acknowledge and adapt to these differences can hinder effective communication between instructors and students (I2S and S2I) and among students themselves (S2S). To mitigate this, I plan to incorporate strategies in my courses to identify potential generational differences at the outset, such as through introductory biography assignments. By doing so, I aim to foster a more inclusive and effective communication environment, free from generational barriers, and ensure a smoother learning experience for all participants.
Addressing the communication is important for both students and instructors because this helps with facilitating expectations and boundaries for students and the instructors
Understanding that online courses are not easy, and they may even require more time. Setting clear expectations on how much and how often they need to communicate is important. Communicating often with your online students is imperative to their success.
I've learned that helping students communicate effectively online requires clear expectations, skill-building activities, and proactive support. I'll focus on modeling effective communication, providing technology guidance, and addressing challenges such as misinterpretations or silence. Understanding generational communication differences is also key. I'm interested in hearing about the specific tools or strategies that others have found most effective in fostering positive online communication.
Maintaining frequent, open communication with students in an online classroom is pertinent to the student's success. If students are silent, instructors must reach out to them by email. Further, students must be made aware and reminded that online students are not easier. They might also be more time-consuming than traditional courses. I will ensure that my students are given a timeframe they should expect to be online each week - meaning, the number of hours it will most likely take them to learn and succeed in the course.
