I have found that with online instruction, students may not always reach out to you, but they are very appreciative when you reach out to them. I have been amazed at what some of my students have shared with me when I have called them. It is very easy for us to assume that if they didn't submit an assignment, that they were just "too busy" when in reality there may have been something that happened or is happening as to why they are not participating. Having that converstation with the student and ensuring them that you are there to support them does wonders. I have seen students do a complete turn-around after speaking with them.

Students are no different then any other and they will rise to level of expectations you provide. about 20% of a class will do excellent work without much intervention from the instructor. About 60% will do what you expect them to do and will (like water in physics) go to the lowest energy point and due the minimum to get by if not encouraged by the instructor. About 20% will do the minimum or below the minimum no matter how much encouragement is provided. This means that effort to reach those who are willing to engage is critical. Off course each class has its own academic culture and the percentages are not fixed. David

This module was in particularly helpful for me. In the first few weeks of a class, it's very important for me to identify the behavior and types of engagement exhibited by different participants. Learning so specifically about the habits and behaviors of noisy participants, quiet participants, etc., as discussed in the module, has better equipped me to more efficiently facilitate the on-going discussion in a way that's equitable and engaging to all.

Why is it that much more imperative to have to recalibrate the transfer from F2F to online?

It is challenging to guide the student on line, especially if they are pressed for time and busy in their real lives. How does the facilitator engage when the student chooses to do the minimum? I know that it is at their expense but it also detracts mental energies away from the facilitator that could be given elsewhere.

I just finished up my first semester online for my master and actually enjoyed it. The only thing I thought that was interesting was that we had to post and respond to other students posts for each assignment and make sure that there was dialogue. I enjoyed that because it was the closest thing that I was going to get regarding class connection.

I find that using technology is beneficial yet frustrating as it is browser dependent on the person posting, especially if its online and the browsers are not compatible.

It seems to me that a synchronous environment in the online setting may be beneficial. This might help reduce procrastination and provide a more "classroom" like environment for students. However, this sort of seems like it would defeat the purpose of online courses? Where is the happy medium?

My philosophy of teaching on-line is to provide an environment where students understand the objectives of the course and are able to interact and participate with each other and myself to share and learn the concepts of the material covered. I provide discussion questions that the students can discuss and add their perspective. I encourage students to work on assignments and projects together however they must turn in their own individual work and take exams and quizzes independently. I believe the collaboration of ideas between students and I will enhance the course material.

Do you find it time consuming to create your own multimedia content (i.e. video, podcast and etc) for your lessons? How long does it take you to prepare such material? And do you find the time spend creating such content make a significant difference compare to the plain text with hyperlinks and other individuals' videos?

Some students always include information that is superfluous to the assignment in order to appear as though they are going above and beyond so-to-speak when they are in fact performing data dump. Does anyone believe that this is to mask their own ability to succintly or in some cases correctly answer assignments

Does a traditional education come with more rigor and do online learners themselves believe that they are receiving a comparable education?

Is there a value to having group projects during online learning?

Is that a detriment to their learning process?

I am currently teaching a Public Speaking course and thoroughly enjoy interactions with my students. Our classes are managed by a course revision team and we are often asked about our suggestions for course revisions. I frequently offer my suggestions, but am looking for ways to become more involved in the course revision and creation process. Can anyone provide me with suggestions on how to approach my department chair regarding this request? Does anyone have experience with course revisions or creation and be willing to share how they became involved in that process? Thank you!

Students who procrastinate run the risk of not completing their assignments on time. In turn, they may not receive the critical feedback needed for completing future assignments. I tend to check in with students periodically throughout the week (I teach a 5-week class) to provide encourage and tips on staying on track. Periodically, though, I still have students to wait until the weekly deadline to submit their work. In addition to time management skills and continuous coaching, what other things have you seen work to get these procrastinators on task?

I think that if students wanted to feel a presence from their instructor they would attend the online chats. I think that is one thing that students like about online education they can do it themselves. Janis

I think that often students that take classes online think that they will be easier. As an online doctoral student let me say that is not the case. Taking online courses makes you more responsible for your learning. Janis

Active participation is essential to online course completion success. However, sometimes a students activity level falls below expectations. What ideas do you have on getting the student back on track when they have fallen behind?

Ona, There is obviously no easy way to do this. When students feel forced in to a delivery method that they don't like, it is hard to get them past it especially if they have problems with using computers. The best way I would suggest is to get them connected with the content and make sure your assignments are open enough that they can complete the assignments within their personal interests as they relate to the course content (if that is possible). Another way might be to work with them on an individual basis to help them through the course, even make a standing live session appointment with them each week where the two of you can talk about the weeks work and their progress. Anything to give them a personal connection they might not get otherwise in an online course. Herbert Brown III