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.
Both students and instructors have responsibilities when engaging in effective communication:
Students also need to feel comfortable working individually and in groups in an online environment. This requires effective communication and technologies that allow for collaboration. Students may need some training in using the technology, and encouragement for participation. Online learning is not for everyone. The level of social interaction may be high in the online environment and many barriers may be present. An online student is expected to:
Participate in a virtual environment
Work with others in completing projects
Use technology properly
Complete assignments on time
Communicate verbally and in writing
Instructors should tell students the amount of participation and writing involved in the course. If specific technical knowledge or software is needed, this must be articulated as well. Students should be aware of all requirements and expectations for the course. One of the most important expectations to be communicated is that students are expected to participate. To enhance the participation level, instructors should:
Personalize the environment
Encourage introductions (instructor and students)
Provide timely feedback
Model correct grammar, spelling, and appropriate writing style
Be visible online
Establish clear guidelines for participation
The biggest take away for me is the things recommended to motivate participation. Personalizing the environment, encouraging introductions, giving timely feedback, modeling correct writing style with grammar, spelling, and etc., be visible online, and establish clear guidelines. Developing my skills to improve these elements is a good goal.
I learned at this module that effective communication between instructors and students is crucial. Understanding students' expectations and adapting to their generation helps create a more personalized and engaging learning experience. Applying these strategies will improve your online courses.
Understanding the different communication styles across generations in my culinary classroom is essential for an inclusive and effective learning environment. For example, while Baby Boomers may need guidance with technology and prefer formal communication, Generation Z students are more tech-savvy but may require support with their written communication skills. By setting clear communication guidelines in the syllabus and providing prompt feedback, I can help students from all generations succeed and feel comfortable engaging in the online culinary community.
I learned about the different age groups and how we all communicate a little differently based on our life experiences with technology and life events. Because we have these differences, it's important to understand how to connect with students in each age group to be effective at helping them have success in the classroom rather in-person or online.
Each generation has it's own learning curse when it comes to communication. As an Instructor with multigenerational students; it will be my responsibility to help students channel their communication in an effective cooperative manner.
Define the rules of expceted conducted for online forums
It is important to be very specific with expectations by writing them in detail in the syllabus. Here, the students can see how much writing to expect for the class, what technology/software they will need, and if any group work is expected. This way, the students can be prepared and can plan accordingly.
Communication is one of the most critical aspects of successful interactions between all individuals involved in a course. Setting up clear initial guidelines including examples is an effective way to prevent these issues.
Effective communication varies across age groups, so it's important to adapt your approach while ensuring respect and clarity. If a student struggles to express their needs, engage in a conversation to identify barriers and create a better communication strategy together. Always prioritize thoughtful, respectful messaging to maintain a positive learning environment.
Helping students communicate effectively online is essential in an increasingly digital educational environment. Students should be taught to be clear and concise in their messages. Encourage them to structure their ideas before writing and to use simple language. Familiarize students with different communication platforms (such as forums, emails, group chats, etc.) and their features. Discuss online conduct rules, such as being respectful, avoiding the use of all caps (which is interpreted as shouting), and being considerate of the tone and language used. Promote an environment where students feel comfortable giving and receiving feedback on their communication skills. Clearly define participation expectations in online discussions, including the frequency of contributions and the quality of input. Use tools that help improve communication, such as grammar checkers and online collaboration software. Encourage students to reflect on their own communication and identify areas for improvement.
