In economics, researchers use working papers as a method of improving the quality of their research. Do you feel that students should submit previously submitted papers for an assignment? and if you do allow these previously submitted assignments, what are additional requirements that you enforce?

Each facilitator should set aside time for unexpected student behavior and for unexpected events that affects the class room. Do you have a minimum amount of time that you require yourself to provide to students? If you do what are the reasons you fail to provide that minimum amount of time per week or per unit for each student?

IM (Instant Messaging) and live chats permit immediate and direct response to student questions. Consider allowing substantial time for IM throughout the week to reduce the frustration of waiting for an instructor's reply. Consider using IM to "hunt" students and ask for their feedback on how they are doing... You send an email to initiate the discussion for students whom you believe are in danger of being high risk. Request a meeting in live chat so that the student can hear your voice.

Is it possible to use outside videos as youtube as a reference in any of my online classes?

I begin my course with my bio, an open forum called Community where students introduced themselves to one another, and an email called First Contact. I request that students (within their level of comfort) provide information on themselves and on their expectations about the course. Basic information on their family life, work schedules, and their level of shyness is one source of identifying areas that could become a future concern.

When I first began teaching, it was on ground and I quickly became comfortable in a style that worked well for me. My retention was high, students were involved and humor was a big part of getting students past the fear of math. However, when I got online I quickly found humor does not work as well and needed to modify a style I had used for many years. Has anyone else found a specific thing they needed to modify or remove, once they went to the online arena after teaching on ground? I look forward to your responses. Thanks! Karen "kam" Maiorano

I enjoyed reading this function, as I have always done this and thought I was alone. In my classes I promote community and try to motivate students to figure things out with classmates in my math classes. In my first term classes, in the last week, I ask that everyone share the next class they are going into so they go into the upcoming course already having a classmate to work on things with. How have you all been "Social Directors"? Karen "kam" Maiorano

I know in all of my instruction the course is already laid out for me, however it is still important [during chats] to ensure that I am organizing my content. Since the chat is a limited amount of time, it is imperative that I get the main points covered while still allowing time for the students to be involved in the conversation. I am curious to know how everyone else organizes their time to ensure the content that must be covered for the week is covered. Thanks for your insights! Karen "kam" Maiorano

Hi All! When I first started teaching we only had text chats, now we are all using voice and many are moving to video chats. I am not thrilled about getting dressed to sit in front of my computer and I also believe this may be a distraction for some, while others may not have the technical ability to be involved in a video chat. What are your thoughts on the possibility of being required to do video chats? Karen "kam" Maiorano

As a math instructor I often feel that students are not always honest in regards to their test taking. Unfortunately, I have seen students who cannot explain a concept or work through classroom examples only to earn a perfect score on an exam. I have often thought having tests taken at a testing center or certified by someone that the person is taking the test would minimize the ability to be less than honest on this assignment. When I was taking my Masters online math courses, I was required to take my tests in front of someone who certified it was me. Do you think this would be a good idea for all online students? Do you think it would better validate online degrees to businesses who currently do not feel an online degree is as valid as a traditional one? Karen "kam" Maiorano

When it comes to our [the instructor] being part of the conversation in the discussion board, how much is too much? I teach math and when a student asks how to work a problem, I may explain how the concept is worked or I may refer them back to the book, then sharing a problem and asking for the students to post the next step towards a solution or the full step by step. Does anyone believe this is a good start to creating an environment of teaching students how to be self reliant or should I be offering more? Karen "kam" Maiorano

This is still something that is an elusive item, as every school has different requirements. I personally believe that being in a classroom at least every other day is sufficient, however many schools expect you in class daily at least 5 days a week. I find myself out there alone many times, because students are not present that often due to their busy schedules. Does anyone else feel that being in the classroom 4 times a week is sufficient? Please share why or why not. Karen "kam" Maiorano

I have heard many discussions regarding using proper grammar and spelling in feedback. I am of the belief that they should be done properly and do take points off when spelling or grammar are incorrect, as I believe we are preparing our students for the work world where the written word should be properly used. Are you of the belief that incorrect spelling &/or grammar should, or should not, be penalized in the online forums? I look forward to your thoughts. Karen "kam" Maiorano

I am wondering how other instructors keep themselves "fresh" after teaching the same course numerous times? How do you ensure the material is still exciting for you, so your class can "feel" that? Karen "kam" Maiorano

I've been teaching online courses for the last 5 years, but I've taught a great variety of subject matters over the last few decades. One thing I've noticed and have yet to find a truly effective way to overcome, is the overwhelmed feeling some students get right out of the gate. They'll look at the projects, look at the complexity (I teach in areas involving design as well as scripting and coding) and they just shut down. The material isn't a skip through the tulip fields, but it IS broken down into small manageable bites, and I am very active in working with students and covering each aspect. However, I find that a significant number of students, who can do the work if I can get them to focus on one aspect, completely shut down seemingly out of nowhere. I start getting e-mails that make it sound like they've been tasked with outlining a plan for world peace. Surprisingly, a serious lecture with a bit of humor has helped quite a bit, but I find I spend half an hour of a scheduled hour long chat talking them off a ledge. When I finally get through to them, they carry on through, often achieving an A. My wife did this in a class a friend was teaching, failed it twice. I finally stepped in and isolated each step and didn't let her think about any other, she got an A. This isn't a practical solution for a class of 30. Any ideas, anything you've done that would help? Trip Bauer

Has anyone utilized current event articles as a way to engage students? Within the courses I teach, I will post current event articles to our discussion board forum and then faciliate a conversation with students related to article. I try to tie the current event article into our area of focus for the week.

Hi In my 11 years of teaching online, I have had my share of conflict with students. It usually starts with a student who requests an extension for one week and then requests another the following week for some new and unrelated emergency. I realize the strain of being an online student and often bad things happen to good people. Therefore I have a rather liberal extension policy. Most times it works but there will always be the student who sees this as an opportunity to try and procrastinate all the way to the end of the course. As an example, last semester I had student who had internet problems. The following week he was in a car accident and the third week a family member was being evicted from their home. My extension policy is 7 days from the original due date, period. No further extensions. This student became angry when on the third week he only just handed in week 1 and was heavily penalized. He also became upset with me when I refused a third extension. I told him that he should contact his advisor and if his claims were legitimate then I would grant a third extension but the first week penalties remained. I felt I had done everything possible for this student. I never heard from his advisor nor were there anymore extension requests. This student did pass my class but barley. My extension policy is clearly stated and posted on the Announcement Board from day one. I always write to students who are missing work and remind them that I will always grade late work but that penalties may apply. Bill

Hello As I mentioned earlier in my response that as an instructor it is easy for the facilitator to take a backseat or misunderstand the importance of instructor involvement when it comes to the discussion boards. I made that mistake in my early years of teaching online. I mistakenly assumed that the discussion board was solely for student interaction and that I really had no place interfering or getting involved. What I found was that my students were adopting the same the same philosophy and were posting weak or short comments and only reaching the minimum requirements each week. Since that rough start I have found that the greater the presence of the instructor in the discussion area each week the more participation I get from the students (well a good percentage at least). I have made it a rule that I will post a minimum of 8 to 10 postings a week. This includes my own personal thoughts on the subject matter as well as my own responses to student comments. I now find that some students will also reach that number as well and I find a great number respond to my comments as well. It’s really easy when you think about it. Every morning after coffee (it has to be after coffee) I go to my computer and post a comment and one or two responses and I am finished. The students interpret this as a huge effort on my behalf. Bill Becker

Hi At my university, it is mandatory for the instructors to post their biography. I am lucky because I have 20 years’ experience in aerospace engineering and program management besides my years in academics as well. I am lucky in the sense that I have achieved a lot during my career. Normally I am a very private person who does not like to have my credentials made public. However, it has made a big difference for me when establishing my role as content expert and authority in the classroom. It helps add to the respect that an instructor needs to establish early at the beginning of the term. Have you considered doing the same? How else do you all go about establishing your role? Bill

I think it is important to attempt counseling a student first through a simple and to the point e-mail. I would always include my faculty manager on such e-mails. If the student seems to continue with issues, I would set up a conference call with my manager and allow this person to have input as well. This is the steps to resolve nearly any issues.