Many students who do not post on time feel that their participation on the board really does not matter to overall discussions. What matters is they eventually post and receive credit. At some schools, I am capable of enforcing a no-tolerance rule where late posts are not accepted despite circumstances. However, in all fairness, at these schools posts are worth as little as 10 points as opposed to 50, 60 and 120. But nevertheless, when students do not post, I find it helpful to remind them that we were not able to hear their voice concerning the discussion, that what they have to say is important and merits being heard (or read). I will often ask while on the phone with them what they think about a topic and why. By reassuring them that what they have to say is important, I notice most make greater efforts to post on time. However, not all students respond to this approach. Please share how you encourage students to participate. It may help me to win over those who do not post.

When I respond to a student's grade, quiz, or discussion board posting, I always use Ms. or Mr. and their last name. To me, if I require them to address me as Dr. to show respect, then turnabout is fair play by respecting them through their title. How do you address your students?

Sometimes I wonder if we use the excuse of the generation gap and how the younger generations respond as a way to lower the educational standards. The ability to speak and write in a professional manner is imperative. Credibility can come into question if the student in their professional career cannot compose a solid sentence or express a thought without using street language. Do you believe the generation gap theory has resulted in lowering our educational standards?

As I mentioned in Forum 1, my doctoral research was on institutional and counseling policies and procedures response to cyber aggression. When I read about the Communication Code of Conduct, I reflected back to the Acceptable Use Policies of the institutions I researched. Their AUP did not really address cyber aggression or clear consequences for inappropriate behavior. If your institution has an Acceptable Use Policy, then the Communication Code of Conduct should stem from that policy correct? If not, other than the instructor, who would enforce or support the Communication Code of Conduct? Should legal counsel or someone in administration, Provost, approve this policy and should it not be included in ALL online courses?

I conducted my doctoral research on cyber aggressive behaviors against institutional and counseling policies and procedures. I have to tell you I am very concerned on several levels using social networking and virtual worlds as locations for effective instruction. First of all, there are security issues and breaches in privacy. Although I did not find a FERPA ruling, I feel it will be a matter of time before FERPA steps in and addresses this issue. Secondly research has shown there is a disconnect between fantasy and reality between the ages of 13 to 27 unless they are in a grounded human relationship. Therefore, if a negative action occurs in the virtual world, they respond as if it occurred face-to-face. Therefore, communication and how issues are approached are imperative. Last but not least, I found that cyberbullying were reported more and occurred in their on-line courses. Yet the administration viewed it as less harmful and the disciplinary action was minor because it did not pose an immediate threat. Therefore as an instructor, I am concerned on how students react to what is posted because everyone's perception is very different from ours.

Others have already pointed this out, the use of rubrics is most useful with respect to grading. Students can see the minimum criteria, and many choose to meet only the bare minimum and I will point out the need to participate more in the class, and some choose to meet the minimum requirements and earn a “C” for the class.

What seems to happen is the older students have the ability to exercise judgment, offer moderation, a reasonable assessment of fact patterns, the younger students may lack the ability to make close calls and are at times unwilling to change their viewpoints as new information is presented to them.

Establishing a pattern of communication, the two most important things to consider and why: 1. Do you send messages that can be clearly understood, eliminate any need to interpret the message that may vary across the intended audience? The idea is to establish consistency. 2. Are you using the maximum efficiency to reach the intended audience? You want to make sure everyone that is impacted by your message is notified.

The three most important considerations are (in my opinion): 1) Are the tools used user friendly, can someone with a high school degree understand how to use the technology with a minimum degree of effort or within a couple of hours training? 2) Can older students who may be retooling their job skills make use of the technology with minimum assistance to mitigate any hesitancy with respect to being part of an online class? 3) Have I had the necessary training to make use of the up-to-date requirements/technology that is a fundamental part of the course and is expected to be used by instructors?

Everyday we struggle to reach our students and make sure they understand what is expected of them. What more can we try? One method which is quite effective at establishing the role of instructor is to place a welcome call to the students.

As the reading materials in this section indicated, the instructor should refrain from giving the answers to the discussions early on. If the instructor responses indicate right and wrong responses, other students may then be more apt to respond based on what the instructor has indicated. Typically I will open the discussion with some additional places the students can research the topic (websites, reading material etc). Then I will engage them by asking additional questions. I try not to give away the answer with my questions, but encourage them to think a little deeper.

I think the best way to encourage students to communicate effectively is to lead by example. I give them numerous examples at the beginning of class to show them what is expected. Also, when grading, I explain better ways in which something could have been worded and why.

As much as I think the discussion threads are a wonderful means for all to communication within the online class setting, I also feel they pose a lot of challenges. As the instructor, I have often find it difficult to engage the students in a conversation. I find a lot of learners come in to the discussion, post what they are required for the week then never return. In an effort to deter this type of behavior, I now include in my class policies that I may ask questions in response to their discussion posts. They should respond to these questions by the end of the week and points will be deducted from their discussion grade for the week if they do not. I find this encourages the student to check back and be more interactive within in the discussions.

I have found rubrics to be extremely helpful in my online classes. Not only does it provide students with clear cut guidelines on what is expected of them, it keeps me on track with grading consistently as well. Thus when I communicate back to my students as to why they received a certain grade, I can do that more clearly and refer them back to the rubric.

I love to use the Cisco Webex tool that the school I teach at offers. This is a great way to communicate with my entire class. Not only does it provide a personal atmosphere with phone line conversation, visuals are provided as well. I feel it gives the students a great environment for learning and connecting with me as well as their classmates.

What is everyone's opinions on phone calls to students? Since we teach in an online environment is calling them on the phone ever "too much"?

I love the example rubric in the learning materials! Is there anyone who has another rubric that they use and would be willing to share?

I was wondering how many who have chosen to use this format have found it successful. Although I use Facebook for personal use, I am very leary of using it for classroom use. Any other ideas?

i find the use of rubrics the most useful of all when it comes to grading. the helpful point for me is that is keeps me me to be more objective when considering the grading points and to track student progress. it took me awhile to be happy with the with rubrics that i developed, but now that i have them. i really enjoy using them.

The lesson idicated that collaboration is an integraded form of gropu work. I agree and find when I assign group projects early in the program students begin to develope that sense of community that is so important and it stays with them through out the block