Focus on the Negatives: Technology We've all gotten emails about students who end up with no working computer, internet cut off due to non-payment, you name it. Some students even start school with no computer and use a public PC, or one at work. This is a fact of our academic life. While not having internet or a computer at home may not be the best scenario for an online student, we need to make solid suggestions on how students can accomplish course tasks – NOT berate them for not having a computer. The student is already enrolled in your class. If they have technological obstacles to overcome, it’s our job to help, not hinder. We can make suggestions to students, such as using computers at public libraries, and community centers or asking their boss at work to enable AIU access – not for personal use, but to advance professionally by furthering their education. These are just a few suggestions.

Hello Dr. Wilkinson and Colleagues, It seems in every class there are always students that seems "clueless" as to the assignment instructions, how to respond to the discussion board, how to write grammatically correct sentences, etc. I give special attention to these students by closely monitoring their work, providing very specific feedback, maintaining close communication, etc. What methods do you use to determine whether or not these students may have been in special ed in high school and not just regular ed students that need a bit more help than the others? Kind regards, Sara Fine Instructor

How do find that line between being a facilitator? an authority figure? and remain student-centric? What do you believe is the most effective classroom mangment style? student-centric or teacher centric? Student- centric is ideal, but what happens to organization and meeting objectives and outcomes? Teacher- centered is great for organization, but it can become too structured and stifling...

Hello Dr. Wilkinson and Colleagues, I've noticed that many students intersperse texting language into their discussion board posts even though I post class announcements and indicate in the grading rubrics that points will be deducted for using texting language anywhere in the classroom or in their homework. How do you handle this issue? What strategies have you employed to deter the use of texting language? Kind regards, Sara Fine Instructor

Hello Dr. Wilkinson and Colleagues, I've been teaching online for about 4 years and am fascinated with online learning. I feel that this medium enables many students to attend college that might not have been able to do so if their only option was a ground campus. I've worked with Blackboard, Moodle e-College, Sakai, and proprietary systems. Do you feel one is more effective as a language management system than the others? Will students taking a similar course using Blackboard and Moodle, for example, fare the same? Kind regards, Sara Fine Online Instructor

One of the methods I like to use to engage student’s in the classroom is to find out in the beginning of the course 'why' the content matter is relevant to them (i.e. how will the students use this knowledge in their respective careers). This insight and direction from the students has at times changed my whole approach to the class! Sometimes it means extra work on my part but it pays off in the end. The students are more engaged and enjoy the class.

Use the classroom announcement board to remind students that you are there to assist; that your virtual doors are open. Let students know that if needed you are willing to provide them with a phone call to discuss their concern if they feel it is necessary and would help to address their concerns. However you should remind them of your preferred method of communication.

I teach in the healthcare arena. While there are certainly standard, typical pieces of information that must be imparted to my students, my area of expertise is ever-changing. So, it is crucial that the content for my course be more dependent on scholarly articles and recent research, rather than merely depending on a published textbook, no matter how well vetted. In other words, my curriculum must be dynamic and pliable, as changes in the healthcare landscape occur constantly. Relying on only one source of information, e.g., a textbook, would be counterproductive, as the changes in healthcare are constant, often immediate, and always salient and of great importance.

I have found that a very useful way off interacting with students, while at the same time, building a rapport and an environment of trust, is to tap into the expertise of students in my classes. While I am the most expert on our topic, oftentimes I have students who have real-life and work place experiences that help to illuminate key points in the course. So, when I pinpoint subject-matter experts within the student roster, it (a) helps to teach by using anecdotal information, (b) create a defined role of importance for many students, and (c) provides non "SME" students with an immediate connection with a peer. This helps to "gel" a class and to enrich the learning experience.

I feel strongly that a large part of what I must do as instructor is to prepare my students for the work force. Oftentimes, my students are remiss interacting with classmates, and with me, with the proper amount of respect and professionalism. So, I try to always model proper work place communcation, e.g., more formal interactions. The trick is remaining approachable and jocular while presenting myself as a figure of authority. Almost always, responding to an inappropriate email with the proper style and type of remarks helps to redirect a misguided student. A good example is still the best teaching tool in many instances.

We use "Turnitin" at my institution. I instruct my students to always insert original thougths and ideas into their assignments. Frequently, however, my students have elevated similarity scores. These students email me to assure me that they have not "copied" or "plagiarized." I have to inform my students that an elevated score can occur even if all work has been properly cited and sorted. I let them know that the "Turnitin" score is a ratio of original thoughts and ideas as compared to those properly gleaned from outside sources. I encourage them to "re-think" and "re-word" in order to improve their submissions. I find it a bit more difficult to motivate students to think outside of the "box" in the online environment, but I find that increased interaction with the students, coupled with encouragement, leads to improved outcomes.

In examining the support role of online instructors, the issue arisies of how to separate out computer technical issues with those of course subject matter. Some students experience remedial PC-related problems with applications, audio or video issues and the like, well outside of the purview of the instructor. In such instances, the student should be directed to the institution's technical support department for trouble shooting and resolution (assuming there is an adequate tech support capability). However, if the student encounters a simple navigational issue that the instructor can quickly resolve, it may be best to direct the student around the problem and then encourage them to review the platform orientation primer that should be available. Turning such a simple request down may appear that the instructor is non-supportive or has a, 'Sorry, it's not my job' attitude, thus appearing to be unsupportive of the student. John

Can face-to-face courses be translated into the online environment? Absolutely! The topics covered can be the same, but the methods for delivery and evaluation must be edited. Most course can be translated from the traditional learning environment to the online environment. The key is proper review and changes to fit the content to the learning environment, and carefully planning can accomplish this goal.

It is very important for an on-line instructor to manage the facilitation process carefully. For many instructors, the student roster is comprised of non-traditional aged students. So, how can a balance be struck between proper, dynamic, engaged guidance and coddling or hand holding? If instructors provide clear objectives and a roadmap for completing the same, along with consistent feedback and encouragement, most students can be successful. Instructors should not, however, spoon feed information to students. Instead, instructors must lead the class on a road to discovery.

Often an email exchange can be derailed by simple formatting or punctuation issues. For example, using all caps can imply anger or frustration, when mere emphasis was required. Why not simply use underlining instead? Proper salutations in emails can set the best initial tone, e.g., "Dear Professor Schmitt" or "Dear Samuel." With today's prevalent use of texting and online chatting, basic rules of decorum and manners are being lost. Proper tone is essential, and students and instructors must be careful to explore not only the content of their exchanges, but also their mode and pattern of delivery.

In today's every-changing education landscape, new learning tools are created each day. While these innovative tools have opened new vistas for instruction, for some instuctors and learning, the options can be overwhelming. So, when is technology too much? I believe that using online tools can be wonderful, but the pace with which new choices and options are presented to both instructors and learners must be matched to the personalities, teaching styles and learning patterns of all involved in online learning. When the online tools become the focus, and the course content takes a make seat to the same, technology becomes "too much."

Learners who are intimidated by computer technology might find hardware and software problems they cannot fix so overwhelming that they might decide to discontinue the course rather than seek assistance. Once technical issues are identified with my students, I stay in the loop until the issues are resolved.

In today's economy, with competing interests of making a living, spending time with family, and trying to develop a career through schooling, students are in a high pressure environment. And in college they are expected to expand their learning by thinking in ways that they are unaccustomed to. At times this can cause a lot of frustration, especially when having to remember 20+ different aspects of the assignment they have never had to deal with before, such as word requirements, deadlines, days to post, what to include, citations, objectivity, how to respond to classmates, and the list goes on. This situation can create a confrontational student who acts out against other classmates and their instructor. Having a scheduled phone meeting with the student, I would attempt to take the student through the assignment instructions and compare them to the grading rubric and the student's performance. Since the student is being confrontational, this is a difficult position for a faculty member. On one hand, no person (especially a college instructor) should be subjected to violent verbal behavior from a student. This creates a harmful working environment. On the other hand, the instructor really wants to help the student and teach him how to succeed in academia so the student graduates and gets the job of his (or her) dreams. Facing this situation, I would be supportive, explaining to the student that I sympathize with his or her feelings and want to talk about it. But we must do so professionally, adhering to the standards of excellence required by the college/university. If we cannot, no progress can be made. If the student is still upset I would ask him if he would like to talk about this professionally. Then I would tell him that I would be happy to help him improve, but we have to follow the rubric because it is the college standard, one that must be held to every student. I can take him through the assignment instructions, his work, and the rubric to help him learn how to improve and perform well, but we must conduct this phone call professionally.

Use rubrics to promote scorer reliability as you grade students' responses. Share this rubric with students so that they understand the requirements for what you would consider to be a satisfactory answer, and how points will be distributed. I truly believe in rubrics.

The discussion board is my favorite place in the class. It allows me to directly interact with my students and engage in critical contemplation. There is a lot I could say here so let me just highlight a couple discussion board tactics I like to take. Map of the Week: At the beginning of the week I like to post a couple reminders to get the students started. They often forget APA Citations, word requirements, or how best to respond to other students. I will also post a "How I would answer this question" to get them started on the discussion topic. The rest of the week is responding to their posts with scenarios and Socratic questioning. Pro-Life or Pro-Noncognitivist? Having taught different humanities courses for a while I have noticed that students don't like to discuss theory. They are content to talk about how they feel about say abortion and their own personal experiences. But theoretical frameworks are avoided at all cost. My response then is usually something like: "Sarah, you have some great points! That is very utilitarian of you. Would you agree?". The student is usually propelled into the reading wondering if I am calling them pro-life or pro-choice. :) Online for the Holidays?: I also like to come up with fun posts that still relate to the course objectives. Every session tends to have a holiday at some point. During the week of the holiday I will post: Is it ethical to work on a holiday? We discuss the moral dilemma of celebrating a sensitive holiday like 9/11 but still having to make a living. Food for Thought posts will also call students to analyze critical topics in the media or even job issues like affirmative action and employee hiring processes that directly interest them. In the end... The great thing about academia is that it is holistic. Every field and subject can be related to teach the students. Statistics and anthropology can find common ground, as can physics and philosophy. It is as far as out intellect and introspection can take us.