Category: Communication Design, Technology, Theory & Rhetoric
Summary:
In this article, the authors warn against some of the darker aspects of teaching online to help new or aspiring instructors prepare for the unseemly challenges. They discussed inappropriate student behavior such as flaming, volatile posts, angry rants at misunderstandings, inappropriate collaboration (students fighting against an instructor), unteachable moments, inappropriate channels for complaint, with specific examples. To avoid such situations, the authors suggested five solutions: [1] Visit the class often; [2] Learn to recognize warning signs and respond to them; [3] Post messages often; [4] Respond immediately to relevant posts and to all student email; [5] Use the telephone to solve difficult problems and to reinforce support for frustrated students (Hailey, Grant-Davie, & Hult, 2001, p. 395).
Citation-worthy:
"Distance education classes taught via the Internet, also called “online” classes, are
revolutionizing education. When done right, distance education over the Internet can be
extremely effective (Hailey & Hailey, 1997, 2000, 2001; Wallace & Mutooni, 1997; Griffioen, Seales & Lumpp, 1999). It becomes possible to bring education to people who have never before had access, and to improve education for students who have had only limited access in the past" (Hailey, Grant-Davie, & Hult, 2001, p. 387).
"Flame wars between students previously civit to each other as well as vicious written attacks by students toward teachers may seem to occur without warning. Over the years, however, ... we have notices that volatile students manifest clear symptons: (a) a low frustration threshold, (b) a sense that they are victims of technology or other peoples' lack of understanding and (c) a tendency to overstate problems, overreact to them, and lash out. Once these students run into a significant problem, their rhetoric tends to become harsh" (Hailey, Grant-Davie, & Hult, 2001, p. 389).
"Always [establish] a troubleshooting discussion forum in ... online classes. This forum allows students to bring problems to the attention of the others students (and to freely express their frustrations as a group). ... [Require] that the class together -- and not the teacher alone -- solve the problems. In this manner, students having technical difficulties are helped, a sense of community is fostered, and the students who provide the help are able to learn twice -- once when they solve the problems for themselves and once as they help their peers solve the problems" (Hailey, Grant-Davie, & Hult, 2001, p. 390).
"To prevent complaints that can and should be resolved between teachers and students
from being broadcast prematurely, it may be advisable to identify the appropriate avenues for
complaint on the course syllabus" (Hailey, Grant-Davie, & Hult, 2001, p. 391).
"Assuming that anger often stems from some fear, it may help explain volatility if we look at some factors that can increase anxiety, discomfort, stress, or insecurity in online students. Some of the most volatile students in our classes have been returning to school after a few years' absence, and they seem particularly anxious about measuring up ... Furthermore, some are new to the online environment and don't know how to cope with the different learning style it demands. ... Students may also be worried about their ability to make the software and hardware work for them. ... The online medium itself may add to students' anxiety" (Hailey, Grant-Davie, & Hult, 2001, pp. 391-392).
"If a student writes a requestfor help on Friday and does not receive a response before the weekend, he or she begins to feel abandoned. By Monday afternoon, a student with a low frustration level may already be furious. ... Delayed responses can cause problems not only in email exchanges, but also in asynchronous class discussion" (Hailey, Grant-Davie, & Hult, 2001, pp. 392-393).
