When Failure is Imminent A certain number of students fail classes every session. This is a hard fact. While we do everything in our power to help students succeed in the early weeks of class, some students will arrive at a point of no return where they no longer can pass a class. Our messages now need to shift. Confronting failure is a serious blow to a student’s ego, make no bones about it. How can an instructor mitigate the circumstances and nurture a failing student's willingness to take the class again next session? And feel good about doing it? If you teach a class with a typically high fail rate many repeats and three-peats will share their past experiences with you regarding their failures, while others you discover through TURNITIN when they resubmit her/ her own failing work. A good number of these students can be successful in your class, but it’s often up to you and how you enable their success. A good way to start a dialogue is to ask the student to show you past work along with instructor's comments. This way you have a starting point to help with areas of non-mastery. The sooner you can get a student engaged in proactively learning, the more successful your collaboration.

FOCUS ON THE NEGATIVES: TECHNOLOGY Perhaps the most common student technical impediment is lack of internet access. Depending on the situation, there are a number of solutions. • Free wifi at places like Starbucks (for laptop users) • Free, trial or low cost temporary internet: http://www.free-internet.name/country/United-States/ • Public computers (libraries, community colleges) • Internet cafes or pay by the hour services for students who are travelling Communicate with the student and find out if any of the solutions can work for them. Open up dialogue and work together to overcome. You need to be smarter than the obstacle. Use your critical thinking skills to outsmart technology. Sometimes all it takes is a quick internet search of free service or other in the student's area. You are the highly educated individual in the relationship, use that to your advantage; take the time to be part of the solution NOT part of the problem.

I found the examples in the Communication Code of Conduct will serve as a terrific tool to guide the communication in my online courses. I have some of these tips posted, but the list provided in the lecture is more comprehensive and I would like to borrow it. Every ground class I teach has a section in the syllabus about conduct and respect, and so should an online course with these additions. Thank you for the bulleted list!

Before communicating in an online environment it is important to consider the audience. Some questions to ask before proceeding with the online communication are: 1. Who am I communicating with - generation identification? 2. How comfortable are they with the communication technology? 3. What is the intent of the message?

What I have taken away from module one is to use a variety of communication tools to engage and interact with students. Each communication tool has pros and cons. These need to be evaluated, and then the appropriate tool utilized for the specific need(s) of communicating with the students of my course.

Two components used to help develop a successful online community are evaluating instructional strategies and interaction between the two levels-communication and collaboration. Communication is the basic level of discussion in an online format. Communication can be focused around readings, lectures, and anything students need clarified. Communication can occur synchronously or asynchronously.

In order to communicate effectively the instructor should know the generational category the student is. As it is well documented that each generation has strengths and weakness it is important to isolate which generation you are communicating with so that adaptations can be made.

Managing communication is critical for effective teaching. It benefits both student and instructor. There must be an adherence to a "code of conduct" and standards, in short effective communication in the classroom ensures successful interaction with student and instructor.

The instructor should investigate the different communication tools thoroughly. For example, if the wrong tool is selected this may cause a compromise in communication. Therefore, the communication process may not be complete and the message may not be delivered or understood completely, this would not be a good or effective way to communicate.

I teach Accounting for Managers -an entry level course. The participation expected from this course comes primarily from discussion postings and responding to class mates posting. Students are expected to have their initial posting by Wednesday at 11:59 P.M and respond to two of their classmates posting by Sunday 11:59 P.M. At the start of each week I strongly encourage student to make their posting and responses in a timely manner for them to earn maximum points. Failure to do so will result in loss of points. Discussion posting are not allowed after the Sunday 11:59 P.M deadline. This simple policy helps students take responsibility for the amount of points they want to earn as well as promoting collaboration in the learning process.

Online instructor must be aware at all times that not every student in their classroom communicates in the same manner using similar tools. Lack of understanding this concept will breed frustration and diminish you input to the learning community. Module 3 of the course outlines the various generations along with their communication preference and communication obstacles. (1) The traditionalist (1925-1945) prefer F2F communication in a formal setting. They see challenges using emails, cell phones, texting, social networking sites. (2) Baby boomers (1946-1964) prefer F2F, telephone, email, group meetings, cellphones for talking. They see as obstacles, social networking sites, blogging, texting. (3) Gen X (1965-1978), they want to choose their communication medium and how often they do it -email, cellphone, text, blogging, instant messaging, online forum. They have difficulties with F2F formal communication, Formal letter writing, team discussions. (4) Gen Y (1979-1997) prefers text, online social networking, instant messaging. The have difficulties with F2F communications, telephone conversations and professional or even casual letter writing.

Section 2 of EL105 establishes the two main ingredients in establishing effective communication in the classroom -Clarity and Consistency. The online instructor is task with the responsibility of getting everyone involve. Sometimes students are reluctant to share thoughts and ideas because of a perceived or lack in their communication ability. If I noticed such a situation I usually will call the student and talk to the student and become more of a coach in order to help the student learn. On other situation they are encouraged as they received comments on mandatory discussion postings. If their postings are very flawed with spellings and grammatical errors (or inappropriateness) I will send them and email relating to the errors. Some course structure demands that students post a substantive post on the Discussion Board by Wednesday of the week and are expected to respond to at least two posts by the week's end on Sunday 11:59 P.M. This forum encourages student to participate and also to be cognizant of the tone of their response.

I have been teaching in the classroom as an adjunct for 14 years and my one year anniversary for online teaching is in August. Almost on a daily basis I cannot help but compare and contrast the two method of teaching. One of my observation is that there are many educational institution targeting the baby boomers and push them to grasp the use of technology faster than they are equip to. Many of these students are are older and in most cases they are grandparents. In addition, many of these students have never used a computer, and have no idea about the various technologies that are available to assist them in the learning process. They are also fearful of the technology and are having a difficult time getting use to them. So in my instruction, in chats, and in office hours, I often have to explain and encourage them on how the technology can help them. With students that are in their 20's and 30's, I have little instruction to give to them about technology. They just need clarification on what they need to do and where to put the information.

Design an assignment that ask the classroom, what will motivate you to become more involved in the weekly classroom discussions?

If a course only last 5 weeks and a student is unable to afford internet access, what are some realistic options to offer for additional assistance?

Should it be a mandatory to have students submit a certain number of respones or replies to their classmates' views on a certain topic.

How to minimize miscommunication while using social networking in the classroom?

If rules and expectations are enfored initially, this should reduce incidence of inappropriate behavior online.

I'm not a fan of tweeting because it is quite distracting and takes the focus away from the lesson to be taught as well as disregards correct writing format.

Who should ultimately be responsible for what's appropriate in media sharing, instructors or administration?