11 Strategies for Managing Online Courses

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11 Strategies for Managing
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11 Strategies for Managing Your Online Courses • www.FacultyFocus.com
11 Strategies for Managing Your Online Courses
Much has been written about the challenges of teaching an online course. While not dis-
counting the unique (and sometimes frustrating) aspects of the online learning environ-
ment, it could be said that, despite the numerous differences, many of the same course
management strategies that are essential to success in a traditional classroom also apply in
the online classroom. These strategies include the importance of a strong syllabus, clear
directions, well-organized materials, and timely feedback.
Of course, the big challenge for online instructors is that the very nature of online
education amplifies the importance of properly addressing these management issues,
while throwing a few more additional obstacles into the mix. Choosing the right commu-
nication tools and protocols, addressing technology problems, managing student expecta-
tions, and building community are just some of issues that can stretch online instructors
to the breaking point.
11 Strategies for Managing Your Online Courses was created to help online instructors
tackle many of the course management issues that can erode the efficiency and effective-
ness of an online course. It features 11 articles pulled from the pages of Online Classroom,
including:
• Syllabus Template Development for Online Course Success
• The Online Instructor’s Challenge: Helping ‘Newbies’
• Virtual Sections: A Creative Strategy for Managing Large Online Classes
• Internal or External Email for Online Courses?
• Trial by Fire: Online Teaching Tips That Work
• The Challenge of Teaching Across Generations
It’s important to keep in mind that you’re not the only one who may be a little anxious
about going online. Students often have anxiety when taking their first online course. It’s
up to you to help them feel more confident and secure, all the while keeping your
workload at a manageable level. The course management tips in this report will help.
Rob Kelly
Editor
Online Classroom

3
Table of Contents
Syllabus Template Development for Online Course Success ........................................................................................4
Virtual Sections: A Creative Strategy for Managing Large Online Classes ....................................................................7
Use Participation Policies to Improve Interaction ........................................................................................................8
On the Road Again: Keep Your Computer Happy! ......................................................................................................8
Making Visible the Invisible......................................................................................................................................10
Internal or External Email for Online Courses? ..........................................................................................................11
Trial by Fire: Online Teaching Tips That Work ..........................................................................................................13
The Challenge of Teaching Across Generations ..........................................................................................................15
10 Ways to Get Reluctant and Downright Scared Students Enthusiastic About Taking Online Courses ......................16
Playing Catch-up: How to Come Out From Behind When an “Unexpected” Broadsides Your Efforts ..........................18
The Online Instructor’s Challenge: Helping ‘Newbies’ ..............................................................................................19

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Syllabus Template
Development for Online
Course Success
By Ken Hess, James Falkofske, and Carol
Bormann Young
I
nvesting time up front specifically detailing all aspects
of the online course will reduce the need for follow-up
and will provide students with a greater sense of
security and a more accurate set of expectations about the
course. Student anxiety can be reduced when clear expec-
tations are detailed at the start of the course.
There are three basic principles that will help reduce the
amount of classroom management time required in online
courses:
1.Provide a thorough syllabus and course schedule so
that students have clear expectations.
2.Provide online discussion areas specifically designated
for students to post questions about the content and
assignments.
3.Provide rubrics, samples of assignments, and specific
assignment instructions so that students are aware of
the specific formats, requirements, and expectations for
submitted work.
Developing your online course syllabus
We recommend that your online syllabus specifically
include the following elements:
• Thorough explanations of policies and procedures
• Detailed expectations and formats for assignments
• Clear instructions for communicating with the instruc-
tor on private matters versus questions of interest to all
students in the class
• List of assignments and locations of relevant rubrics or
examples
• Course schedule (or location of that document)
• Specific technology expectations and basic trou-
bleshooting
• Resources and services that the institution provides to
online students
Structures
It is important that the syllabus clearly indicate the struc-
tures and materials that will be used within the course.
This information should include the textbook, the location
of important documents and guides, and an explanation of
how the online section will be different from a face-to-face
section. In explaining the pedagogy and design of the
course, students will have a clearer understanding of how
the activities and resources are used during their learning
process. The students should also be offered a self-assess-
ment tool that evaluates their preparedness for taking an
online course.
Communicating with the instructor
An online syllabus should clearly explain how students
should contact the instructor for various types of questions.
Students should send email only in situations where the
questions or concerns are of a private nature. All other
questions about content, assignments, or processes should
be posted to the appropriate course discussion board so
that all students have the benefit of the instructor’s answer.
Policies and procedures
The syllabus serves as the policies and procedures
manual for the class. It is best to err on the side of overex-
plaining versus underexplaining your expectations. Do not
be afraid to duplicate information in several areas as they
apply to your policy sections. Also, where possible, provide
hyperlinks to the institution’s Web pages that give further
support to the policies you have stated (e.g., plagiarism,
student conduct, withdrawal deadlines, etc.) (Vail, 2006).
Failure to provide details regarding course operations and
practices will likely cause confusion for students and
develop into a stressful environment for students and
faculty alike. Since students can choose to work on assign-
ments at any time, they need instructions that are clearer
and more detailed than those for a traditional face-to-face
class. Any confusion regarding assignments, formats, or
processes might lead to work being done incorrectly or not
at all. The quality of submitted work might also suffer as a
result of unclear directions or lack of samples.
Comprehensive instructions for assignments and detailed
information about instructor availability will help avoid
questions and problems students might otherwise face.
When designing a syllabus for an online course, commu-
nication within a department or curriculum unit is useful in
establishing departmental expectations, policies, and proce-
dures. The common language that results can be designed
as template text (Jugdev, 2006), which can be copied and
pasted into course syllabi. This template text reduces devel-
opment time for future syllabi and provides consistency
when informing students of rights and responsibilities.
Template text, where appropriate, should contain links to
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official Web pages that contain conduct and policy state-
ments.
Assignment expectations
In a face-to-face classroom, the details of assignments
and reasons for policies are often explained orally. In an
online environment, this information should be written
directly into the appropriate syllabus sections. Any elabora-
tions that would be spoken in a F2F course need to be
written into the syllabus of an online course. Try to antici-
pate questions that students might have, and answer those
questions preemptively. Having clear structures within the
course site for students to ask questions and receive hints
will benefit all students and reduce your email traffic.
Technology requirements
An online syllabus must address the specific technology
requirements, expectations, and processes that students
should follow. Included in this list would be the instruc-
tor’s expectations for student knowledge of software,
access to computer hardware and software, access to
Internet connections, and specific skills that students
should have.
Instructors should create a page that contains sample
files for the various media and documents that are used in
the course. This page would also contain links to the
browser plug-ins needed, allowing students to “pretest”
their computers to verify compatibility with the course
content.
The instructor should also prepare a list of alternative as-
signments or delivery methods to combat online “snow
days” when the course management system might be
offline or certain tools unavailable at assignment deadlines.
For example, instructing students to directly email assign-
ments if the course homework dropbox is unavailable
would be beneficial to specifically state in a syllabus.
Resources
Campus services and resources offered to online students
should be listed in the syllabus. Examples of these services
might include contact information for online tutoring, in-
formation technology help desk Web links, library and
writing resources, and locations of any on-site computer
laboratories that online students can utilize.
It is helpful to publish the syllabus before the class
begins so that students are better able to understand
technical and other expectations before registering for the
course (Rossett, 2005). Some online class schedules have
the ability to add notes or hyperlinks to syllabi, and this
feature should be utilized where available.
Key sections
The following list details sections that we recommend for
inclusion in an online syllabus.
I. Structures: This section contains course description and
methods.
a. Where to find information and assignments in the
course
b. Explaining the pedagogy (how online is different from
face to face, and the purpose/objectives of each assess-
ment)
c. Course objectives and competencies
d. Course-specific instructional materials and associated
costs (texts, software, workbooks, etc.)
II. Communication: This section contains expectations for
student interaction with the faculty and the course site.
a. Preferred methods (questions about course or assign-
ment instructions are posted to discussions; personal
and private topics sent through campus email account
with appropriate subject line)
b. Response times (from instructor to student)
c. Structure (subject headers/from which accounts for
message formatting)
d. Frequency (updates and logins expected per week)
e. Campus location for FAQs regarding online courses,
textbooks, and resources
f. Detail level expected when asking questions
III. Policies: This section details specific course policies,
procedures, and expectations.
a. Expectations of students regarding prerequisites and
technical/research skills
b. Netiquette
c. Late assignments
d. Extra-credit assignments
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FROM PAGE 4
Failure to provide details regarding course
operations and practices will likely cause
confusion for students and develop into a
stressful environment for students and
faculty alike.

6
e. Attendance
f. Online snow days (what steps to follow if a specific
tool within the IMS is unavailable)
g. Plagiarism and copyright policies
h. Disability statement
i. Preparation and study time; any required online times
(synchronous chat or Web conferencing)
j. Special administrative deadlines (drop/add/with-
drawal/refund)
k. Incompletes
l. What happens in Las Vegas… (confidentiality of online
discussions and peer-reviewed assignments)
m. Student permission forms for use of projects as future
examples (ability for instructor to share or use
samples/examples placed into the course by students,
with or without names)
IV. Assignments/evaluation: This section details expecta-
tions for assignments and activities in which students are
earning points, and describes the methods by which grades
are determined.
a. Clear instructions
b. Learning objectives
c. Samples and examples, and/or grading rubrics
d. Due dates and file formats (MS Word or .RTF, APA
citation style, etc.)
e. Instructor grading and feedback timeline
f. Minimum competencies for passing of class
g. Expectations for group work, peer review
h. Online discussions expectations, including the
following:
i. Length, quality, number of posts
ii. Interactions meant to build on previous posts
iii. Timeliness of posts to ensure a “conversation”
i. Grading scale and standards of work quality
V. Technology requirements:
a. Internet connectivity
b. Hardware
c. Software
d. Browser plug-ins
e. Verification of IMS (methods to verify that the
student’s computer successfully functions with all tools
needed within the IMS)
f. Textbook publisher sites (and method to access or
register)
g. File management and backups
h. Antivirus software
VI. Resources: This section documents campus and library
resources that may be used in the course.
a. Campus computer services and labs
b. Information technology helpdesk
c. Library resources
d. Tutoring resources
e. Writing labs
f. Online course support
This structure should address most situations for
teaching an online course; instructors may feel the need to
add additional sections to address specific needs of their
course or to meet their departmental or college require-
ments. It is not advisable to leave out any of these sections;
however, this information might be better organized in
different documents that are linked to the main course
syllabus.
As a means of assessing student understanding of the
syllabus, we recommend that students take an online quiz
addressing syllabus content.
Readers are welcome to download, modify, and use this
document as desired. All of the information on the site may
be used without charge under the Creative Commons
License for noncommercial, educational use.
References
Bush, L. (2004, February 5). Constructing an Online
Syllabus. Retrieved October 26, 2006, from the Center for
Learning and Teaching Excellence website.
Editors, (2005). Course Design, Monitoring Help Ensure
Academic Honesty. Online Classroom. Jan 2005, 1-3, 2p.
Editors, (2005). Interactive Syllabus Improves Course
Accessibility. Online Classroom. Jun 2005, 4-8, 2p.
Jugdev, K., Hutchinson, M., and Lynes, S. (2006). The
ABC’s of Online Course Syllabi: Anticipate, Build on
Objectives, and Collaborate. Distance Education Report. Vol.
10 no 9, p. 6.
Palloff, R.M. and Pratt, K. (2003). Constructing an Online
Syllabus. San Francisco, CA: Jossey-Bass.
Rossett, A. (2005). Moving Online: How to Make Your
Web Dream a Reality. Training and Development. Feb 2005,
p 14-15.
Sull, E. (2006). The 10 Key Rules for Managing Time in
Online Teaching, Online Classroom. March 2006, p 6-7.
Vail, K. (2006). Back to Basics: How to Run a First-Rate
Program. Distance Education Report. Vol. 10 Issue 3. p 5-6.
Ken Hess and Carol Bormann Young are professors with
Metropolitan State University, Minneapolis, Minn. James
Falkofske is the director of online learning at St. Cloud
Technical College. @
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Virtual Sections: A
Creative Strategy for
Managing Large Online
Classes
By Lisa Panagopoulos, MS CE
W
hen there are more than 25 students who
regularly participate in an online course, the dis-
cussion boards and chat rooms can become over-
whelming for students and difficult to manage for the
instructor. Weekly chat rooms become crowded, which
makes it difficult for everyone in the chat room to keep up.
Weekly discussion boards become populated with so many
postings that students and faculty feel inundated with the
amount of information to read through and/or reply to.
While the discussion and chat tools are critical to success-
ful online courses, creative strategies need to be identified
to help manage large online classes.
In a recent semester I found myself with 40 students in
my Introduction to Information Systems Course. As a way
to avoid having my students possibly feel overwhelmed
and inundated in my course, I came up with a simple
solution to managing the challenge of such a large course—
I created virtual sections. The “virtual section” is a way to
achieve all the benefits of a smaller class within a large
class.
To create my virtual sections I used a feature available in
most course management tools that allows the instructor to
split the class into multiple groups. Rather than splitting
the class with the intent of having the students work in
“teams,” which is often the rationale for grouping students,
I split the class with the intent of grouping students into
multiple sections for the purposes of chat and discussion
only.
Here’s how I set up my virtual section. With my class
size of 40, I split the class into two separate groups.
Students with last names ending in A–K were placed into
Group 1, and those with last names ending in L–Z were
placed in Group 2. For each week of the course, I set up a
separate set of discussion boards for Group 1 and another
set for Group 2. The groups also had their own set of
weekly chat rooms as well. Approximately 20 students
were placed into each group, which is what created the
two “virtual sections” within my single course.
When splitting online classes into groups for the purpose
of more manageable interaction, only the chat and discus-
sion components are affected. This is good news for the in-
structor. E-mail, lecture notes, assignments, assessments,
and all other course components are visible to the entire
class. No additional modifications were made in order to
keep track of the “groups” for any other component of my
online course.
Incorporating virtual sections into my online course came
with some minor added responsibilities that needed to be
addressed. Once the course had started, it was important
that I was aware of any students who were added late to
the course. These students needed to be quickly placed into
one of the groups, so that they would have access to a dis-
cussion board and chat room. Also, by splitting my class
into two groups, I was responsible for conducting two
chats per week, rather than just one.
With that said, I feel that the commitment I have
invested into creating the virtual sections has been well
worth it. I have noticed that when students were a part of a
smaller class, the overall quality of the interaction within
the course improved immensely. The result has been more
meaningful interaction that is more manageable for all
involved.
Lisa Panagopoulos is an instructor at the University of
Massachusetts Lowell in the IT department. She teaches
computer-related courses both online and on campus. She
also teaches the “Introduction to Online Teaching Strategies”
course to instructors as part of the UMass Lowell Online
Teaching Institute. @
As a way to avoid having my students
possibly feel overwhelmed and inundated in
my course, I came up with a simple solution
to managing the challenge of such a large
course—I created virtual sections.

8
Use Participation
Policies to Improve
Interaction
By Rob Kelly
O
ne instructor’s study of student participation in
online discussions in two of his asynchronous
online courses over a five-year period has yielded
some interesting results that have influenced how he
conducts his courses.
John Thompson, associate professor in the computer in-
formation systems department at Buffalo State College,
employed the user-statistics feature within the Blackboard
course management system in the courses he taught online
through the University of San Diego. The courses were six-
week asynchronous graduate-level education courses
mandated by the State of California for teacher certifica-
tion. In each course, discussion was a significant
component that counted for 41 percent of each student’s
final grade.
Not surprisingly, the incentive to participate in the online
discussions encouraged participation, but simply
mandating participation and making it a substantial part of
the course grade does not guarantee the quality of partici-
pation that adds to the learning experience.
For example, the University of San Diego requires that
each student post seven acceptable messages—those that
advance the discussion in some way—each week. The
majority of students met this minimum requirement each
week, but Thompson found that approximately half of the
postings occurred in the last two days of the week, which
often made the discussions less productive than they might
have been otherwise had students participated throughout
the week. “Left on their own, students will have a dispro-
portionate number of postings in the last couple of days in
the week. You really need to take a look at that. If that’s
OK with you, that’s fine, but what I find, if left on their
own, students have far too many postings done to satisfy a
requirement,” Thompson says.
To encourage students to post earlier, Thompson requires
a minimum of seven postings from each student during the
first four days of each week. Thompson deducts points for
failure to meet this requirement.
In addition, each week had seven to nine discussions,
and Thompson found that most students tended to post
messages to the first two discussions and neglected the
others. To counteract this tendency, Thompson required
students to post at least one message to each discussion.
Thompson also looked at the time of day that students
accessed their online courses. “Before I started the study, I
would assume, based on informal conversations, that a lot
of this work or maybe even the bulk of it would occur
during the workday when students had access to
computers, going online during breaks or before or after
school when they had better connections. What I found out
was that the two most common times were between eight
and nine and between nine and ten at night.”
This finding was somewhat surprising to Thompson.
However, because his courses were asynchronous, this did
not have any effect on the way he conducted these courses.
If he decided to include a synchronous component, this in-
formation would give him an indication as to when
students might be available.
On the Road Again:
Keep Your Computer
Happy!
By Errol Craig Sull
Well, it’s that time again: summertime, and thus more
online instructors are on the road than at any other time of
the year. Of course, in addition to the “usual suspects” of
clothes, money, cameras, etc., that will tag along, that in-
dispensible umbilical cord to the classroom will also be
coming: the laptop. For the class and its students can’t be
left alone for too long; it and they need you, and thus your
summer journeys hither and yon must include that portal
of connection to both.
In this column, I offer you the latest tips to keep your
hassles with online teaching to a minimum while you
enjoy a well-deserved break or two during these warm
months:
• Bring a laptop first aid kit. On the road you may not
have access to a computer store, so it’s best to bring
both your “this I need” and “this I might need” items
with you, including a can of air, screen wipes, Ethernet
and flashdrive cords, a small flashlight, contact infor-
mation in case of a computer problem, and an extra
flashdrive.
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• Travel with a cigarette lighter plug-in. Several airlines
now provide outlets on board so laptops need not run
down their batteries. These are the same size and
shape as the old cigarette plug-in lighters, so you’ll
need to bring an adapter to use them—but they will
help save your laptop’s battery life (for when you
really do need it) and give you a tad brighter screen.
• Bring along copies of important PC files. Do a
thorough check of files on your PC to determine which
ones you might need on the road; copy them onto a
flashdrive. And don’t worry about bringing along those
“It’s very unlikely I’ll need these” files—you probably
will find you need at least one, and it’s much better to
have it with you than to bemoan that you could have
used it but it’s back home. (By the way: always back
up your data in case you and your laptop become
“separated!”)
• Know the ins and outs of airport (and other) wi-fi
hot spots. The following four websites are comprehen-
sive and include worldwide airports and just about
every other worldwide public location you can think
of:
o U.S. airports (free and for-a-fee wi-fi)):
www.travelpost.com/
airport-wireless-internet.aspx
o U.S. airports (free wi-fi):
www.wififreespot.com/airport.html
o Worldwide (bars, marinas, shops, etc.):
www.ezgoal.com/hotspots
o Worldwide airports: (free and for-a-fee wi-fi):
http://usatoday.jiwire.com/hotspots-hot-
spot-airport-directory-browse-by-country.htm
• Be aware of hotel’s Internet access policies. Most
middle-to-upper-scale hotels have Internet access in the
rooms, but some have it available only in their lobbies
or other public spots; and there are many hotels and
motels that don’t have any Internet connection. Check
this out before leaving on your trip, including any fees
involved.
• Remember that laptops do not like liquid, sand,
humidity, or heat. While laptops can go anywhere,
don’t get careless and forget about their aversion to
liquid, sand, high humidity, and heat. Be careful of
drinks being passed over your laptop and sitting too
close to a pool with your laptop; also, don’t bring it to
the beach: with sand, water, high humidity (possibly),
and heat in ample supply, your laptop is a disaster
waiting to happen.
• Be up front with any late student correspondence
resulting from your travels. Nearly all online schools
require that faculty respond to student correspon-
dence—of any kind—within 72 hours max. If you
expect to have difficulty in meeting this deadline
because of an out-of-town trip, let your students know
so they can plan accordingly—and will not think
you’ve lost interest.
• Additional air travel tips can prove very helpful.
Look into exit rows on planes if you have a large laptop
screen (these laptops will often not fit in the space
available in other seating, except First Class); many
airlines allow you to purchase these, if available, online
for a small fee. Don’t forget your power cord when you
go through airport security (and keep your eye on your
laptop!). Finally, there is no need to worry about
exposing your laptop to the airport security X-rays:
these are very low level and will not harm your laptop
or its contents.
• Protect your laptop from thieves. When not using
your computer, keep it locked in its case (this prevents
someone from taking your accessories and/or laptop).
Label both your laptop and case in the event it is stolen
or misplaced. Never let anyone use your laptop unless
you are absolutely sure the person can be trusted. If
you need to leave the laptop in your hotel room, keep
it as unobtrusive (and out of sight) as possible; be sure
your windows and doors are locked.
• Carry proper documents. If you are leaving the
country with your laptop, be sure to bring along proof
of purchase, as well as register it with U.S. Customs
before you depart. Duty is levied each time you re-
enter the United States with electronic equipment that
was not manufactured here, unless you can prove that
you owned the equipment before you left the States. To
do this fill out a Certificate Of Registration For Personal
Effects Taken Abroad (CF4457) for each foreign-manu-
factured product you are taking that has a serial
number. You can find a printable PDF version of this
form at the U.S. Customs & Border Protection website
(www.cbp.gov/), and be sure to include the item’s
serial number in the Description of Articles box.
• Keep a low profile. When using your laptop in a
public area, try to find as much privacy as possible:
you do not want someone having easy access to private
information you may have on the screen (especially
bank account numbers and passwords) or to offer easy
pickings for someone out to steal a laptop. And if using
a PC in an Internet café or the like, shield the screen
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10
from others as much as possible (and never leave any
files on any computer but your own).
• Universal adapter and surge protector. If traveling
abroad, it’s imperative that you have a universal
adapter so you can use your power cord with another
country’s electrical system (nearly always different
from ours). Also, bring along a surge protector to
shield you from any “hiccups” in another country’s
electrical system.
REMEMBER: Treat your laptop on travels as if your
favorite pet and it will remain loyal, dependable, and
healthy—for a long time.
Errol Craig Sull has been teaching online courses for more
than 12 years and has a national reputation in the subject,
both writing and conducting workshops on it. Presently
teaching online courses, he is putting the finishing touches
on his fourth book—a collection of his online teaching activ-
ities titled Pebbles: A Most Unusual Approach to Very
Effective Writing.
Making Visible the
Invisible
By Denise Tolan
H
ow do great teaching moments happen? For me,
great ideas usually come from watching bad televi-
sion. One night, I found a show on the Discovery
Health channel called I Lost It. The basic premise of the
show is that you hear the motivational tales of people who
lost weight. In the episode I watched, a woman told the
story of her move to a small town in Colorado when she
was 16 years old. The town had a population of 1,500 and
the woman and her family were the only African-
Americans in the community. On top of that, this young
woman, at 16, was six feet one inch tall. Her discomfort at
being “different,” she recalled, was soothed by food. When
she graduated from high school, she enrolled in online
courses because she wanted “to disappear and be like
everyone else.” She quit her online classes after a few
weeks because she felt “disconnected.” Hmmm, I thought.
It just so happened that while I was thinking about this
idea of “disappearing” into an online course, I also began
teaching one. Each semester I use an icebreaker during
which students have to tell the class something about their
past, their present, and their future. Over the years I have
become accustomed to seeing the lists of three things
appear on the discussion board, so I was surprised when
checking the board one evening to see a short post from a
student in the class: “Are there any (insert racial designa-
tion) in here?”
I read it.
I froze.
I wondered if the term had been offensive to anyone.
I wondered if anyone had read it yet.
I deleted the post and I wrote the student, asking why
she had posted the comment. The next morning she wrote
back: “Oh, I was just wondering if there was anyone else
like me out there.” She wanted to “see” who was in the
class. She wanted a cultural connection. She wanted to
make visible the invisible.
Online teaching is in a double bind as to how to balance
the freedom of relative anonymity with potential isolation
or the loss of diversity. Much has been written about the
online classroom being a level playing field, but I wonder if
a level playing field necessitates the stripping away of
gender, age, and racial and ethnic identities. How do we
honor diversity when we can’t see it? Should we even try?
I thought about my own online classrooms. The semester
after the war in Iraq began, the discussion board was lit up
with students heatedly discussing (and I mean discussing)
both sides of the issue. In spite of my vigilance in main-
taining a safe environment for students to openly discuss
hot-button issues, some students did make hostile remarks
about Iraq and the people of that country. Toward the end
of the semester, one of the students revealed that she was
an Iraqi woman who had married an American man 11
years prior and had moved to Texas. In the following days I
got a lot of email from students who said things like, “If I
had only known we had a person from Iraq in class, I
would have….” Would have what, I wondered? Been more
thoughtful, sensitive, restrained, considerate?
I thought of all the students I had taught in previous
online classes who hailed from Finland and Uruguay and
Uganda, and how they sometimes had names like Bob and
Shay and Ben—names that enabled the cloak of invisibility
to remain in place. What if I had asked those students if
they would share their diverse lives with the class? I would
never pass up teaching opportunities like that in the face-
to-face classroom, so why should it be any different in an
online class?
Of course, that is my emotional response to issues of
diversity. But even in a practical sense, honoring diversity
in an online classroom is critical. Each semester, I know
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there might be some form of cultural distance in my
classroom, so I try to find a way to bridge those gaps. I
believe some students are at a loss in the online classroom
because of issues with language. Some don’t comprehend
written sarcasm while some fear the permanence of
language and the power of the written word. My own
mother, for whom English is not the native language, takes
time to read every word of a document because, to her, the
written word means power. But while there are studies on
how to work with issues of cultural distance in regard to
tangible academics, it is the essence of culture that is often
ignored or overlooked in an online course.
So how can you incorporate cultural issues into the
online classroom? The discussion board is the place to
begin. Students can “reveal” themselves in a personal way
on the board. Ask a question every week on the discussion
board that extends the ideas from a major assignment and
lends itself to exposing and honoring differences. For
example, if you are asking your students, as I do, to come
up with an argument of definition, ask them to also tell
you how a person from another race, gender, age, or other
able-ness might define the same issue. In another exercise,
my students go to the Pulitzer.org website and pick an
image from the photographic or editorial cartoon winners,
and I ask them to tell us what visual argument the author
has made. In another paragraph, they have to consider
what a person “other” than themselves might say in
response to that argument. It is astonishing how colorful
those black-and-white text blocks can become when
students are aware that who we are makes a difference in
how we teach and learn.
Is posting a picture of each student enough to identify
culture in your online class? For mine, probably not. I can
see the differences in skin color and age and sex, but I
won’t see what it is that makes you who you are unless I
have the opportunity to hear you and learn from you. I
begin the semester with the Where I’m From poem. (It’s
easy to find—just Google it.) The poem is student-friendly
and allows them to talk about their families, their neigh-
borhoods, the foods they grew up with, and the languages
they heard. I might have them do a culture collage—either
a PowerPoint or a Word document or any program whereby
they can introduce items and images that represent who
they are. I also honor these cultural ideas by giving them a
grade. Students see through empty gestures pretty well.
Okay—don’t we have enough to do? Students have
reading issues, learning issues, writing issues, issue
issues—why should we care about culture in an online
class? Isn’t this the one place I can stop thinking about
who sits before me? I can only answer these questions for
myself: I want my students to be better global citizens. I
want a rich cultural environment in all of my classrooms. I
want to learn and to grow and I want the joy of sharing
new things with my students.
I recognize the irony inherent in sitting on the couch
watching a television show about losing weight. I know I
have to get up and move if I want to be on that show one
day! But I also see irony in online teachers complaining
about the lack of engagement in their classes and then
rolling out the same class, semester after semester. Where
is the point in not utilizing the diverse backgrounds of all
students? Who knows—in the process, students might even
see themselves in one another and connect in a meaningful
way. After all, for some of us, the cultural education within
the classroom is the one that has the most impact once
students leave us. I hope so anyway. That is why I teach.
Denise Tolan is an English professor at Northwest Vista
Community College in Texas.
Internal or External
Email for Online
Courses?
By David Reavis, CCP, PhD, and Charles
Mohundro, JD, PhD
C
hoosing the right tool for email in Web-based classes
can streamline the communication process for both
students and instructors. Choosing the wrong email
tool can frustrate everyone involved by requiring more time
and effort than necessary for communication. To make the
best choice, instructors need to understand the differences
between internal and external email systems, and find the
mix of features that best supports the course objectives and
work habits of the students and instructor.
A Web-based course is normally supported by a course
management system (CMS). CMS features usually include
internal course email. Examples of CMSs include
Blackboard™, Angel™, and E-College™. These and other
CMSs provide an email tool that is restricted to class
members, and the email system is not generally available to
outside communication. Alternatively, the instructor may
choose to use an external email system, such as an institu-
tional server (Microsoft Exchange™ or other system) or a
client server (Outlook™ or Eudora™, for example).
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Internal email
One of the benefits of internal email is that messages in
the system are easily traceable. This means that the sender,
recipient, and class ID are easily identified. With internal
mail, the instructor does not have to decipher questions
such as who sent the message (because it came from
jcool@hotmail.com), what class the message was about, or
who the original receiver was. The internal system provides
this context because only students in the Web-based class
involved have access to the mail system, and the mail
system enforces traceability. Another benefit is that internal
systems are not flooded with spam (unwanted commercial
or malicious messages). The internal system is not directly
connected to the Internet and cannot receive this type of
email. The internal mail system is also inherently more
reliable than external mail. Messages are not lost when
there are connectivity problems because the system is self-
contained, and students have no grounds for claiming not
to have received messages from the instructor.
Internal systems also suffer from some drawbacks. The
first is that when an instructor adopts internal email for a
course, he is committed to checking email in multiple
places. He must check his regular email and course email.
When an instructor teaches multiple sections or classes,
this could mean several different email accounts. This
could create some workflow inefficiencies, depending on
how the individual uses email. If the instructor does not
use email as a normal part of his or her daily activities, this
may not present a problem. The majority of instructors
who use external email for numerous types of communica-
tion might find that checking email in multiple locations is
problematic. Another drawback is that internal email tools
are not as robust as those of external systems. Creating
folders, using previews, and applying themes to email are
only weakly supported in many internal systems. Some
internal systems impose attachment restrictions, fail to
offer HTML support, or do not offer robust spell-checking
features. In addition to these drawbacks for the instructor,
the student also might find it inconvenient to check email
in multiple locations.
External email
If the instructor chooses to use an external email system,
he or she gets the benefit of receiving all email in one
location. When using an email client supported by the in-
stitution, all the normal archiving and retention operating
procedures are applied. This means that the instructor can
usually choose how long and where to keep email received
from a given class or student. With the internal system,
archiving rules are usually different and course content can
be more difficult to access after the semester is over.
External email clients also offer features such as stationary,
advanced search capabilities, and auto-reply options that
are not available in many CMS products.
One of the typical problems with using external mail
systems is that students might not clearly indicate their
identity or class membership when sending messages. It is
not uncommon for a student to send a question such as,
“Could you check my answer to question five on the quiz?
Thanks, Joe.” If the instructor was teaching one online
class with one person named Joe, and there was only one
quiz in the class, then this question would be easy to
answer. Complexities arise when there are multiple
students with similar names in an online class, multiple
classes for an instructor, or multiple assignments to which
the question might apply. This problem could be resolved
by replying to the student asking for clarification (which
would involve yet another round of emailing), researching
student roles and assignments to try to figure out which
Joe missed which quiz question five, or creating a class
policy that requires students to follow some procedure
when emailing the instructor. Such policies could include
putting the class name in the subject line of the message
and requiring students to provide their full name on all cor-
respondence.
Making a choice
The choice of internal or external email often hinges on
the workflow habits of the instructor. If the instructor uses
external email infrequently or not at all, then internal
systems might be the best choice. If the instructor uses
external email as his “to-do” list, then using internal email
could cause extra work and confusion about what commu-
nication has actually taken place for a given class. Other
key factors that can determine which method to use are
how email is used in the course and what students should
expect when using email communication. It can help
students if the instructor defines in the syllabus how email
should be used in the course. Setting limits can keep email
from becoming a bother to both students and instructors.
There are valid arguments in favor of using email as a tool
to create a sense of participation in the course and a con-
nection with the instructor that enhances the learning
process. These objectives can also be accomplished
through other tools such as discussion boards, office hours,
or chat sessions. Examples of how email might be used
include clarifying assignments, asking content-related
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questions, and notifying the class of any changes in the
class schedule. Students might also appreciate knowing
how email will be used in an online course. If the instruc-
tor plans to send out certain information via email only,
then students should know this from the beginning, so they
can react (and read the messages) accordingly. If email will
be used in the course to facilitate student-to-student com-
munication, internal email may work best because email
addresses are built in to the system. Ultimately, the choice
of internal or external email for an online course should be
based on workflow considerations and how email is used
in the course.
David Reavis is an instructor of management information
systems, and Charles Mohundro is a professor of finance
and management in the College of Business at Texas A&M
University-Texarkana.
Trial by Fire: Online
Teaching Tips That
Work
By Lori Norin and Tim Wall
A
few years ago, our university started accelerating its
distance learning program. Along with courses that
televised lectures to area high schools, we began a
fledgling online course program that used WebCT
classroom teaching software. Some professors designed
courses that worked well, while others found that 100
percent Web delivery didn’t work well for them. Early in
the program, our speech department experimented with a
departmental online course, but it didn’t work as well as
we had hoped.
Initially, when our speech department was asked by our
dean to put our basic course online, we resisted. In fact,
our course was the last required general education course
to go online. We finally agreed to a Web-enhanced course.
It was a disaster: the professor was trying to master
WebCT; the students were trying to learn WebCT. One
student even commented, “I signed up for speech class, not
WebCT.” More time was spent learning the software than
learning the content. The number of times students had to
come to campus was modified over and over. Student
feedback was mostly negative. Students complained about
the irregular number of times they had to come to campus
and the organizational methods used (they wanted nothing
more than a list of assignments), and they could never
seem to master the location of necessary functions, like
mail and discussion boards. Students were frustrated.
Faculty were frustrated. At the same time, administration
wanted more Web courses. At one point the department
recommended dropping the Web-delivered speech course
entirely.
As a last resort, we attempted to restructure the course
by creating a hybrid—presently half online and half on
campus. Students were now required to meet on campus
with the professor once a week. The results were amazing.
Student feedback was much more positive. One student
even commented, “I was really upset at first that I had to
come to class once a week, but now I really see the benefit.
I think it helped me to get to have that contact with the
classmates and the confidence to know I had that face-to-
face opportunity with the professor if I needed it.”
In addition to more positive student feedback, student
retention improved as did student assessment scores.
Student retention improved 8 percent the first semester we
switched to the hybrid course, while posttest scores
jumped an average 20.5 percent. There was also a clear
decrease in student and professor frustration. As one
student said, “This was an excellent learning experience.
When I needed any help or information, it was always
readily available, and there were many sources for
learning.”
Having found a delivery method that seemed to work
well, we began to look seriously at strategies, tips, and
techniques for using WebCT that would simplify and
enhance the teaching experience. We frequently discovered
we were “overworking” the course management system.
Just because we could place a message, document, or link
in three or four places didn’t necessarily mean we should.
There were so many tools at our disposal that we were
tempted to use them all. Frankly, that just confused
everyone—professors and students. Our next step, then,
was to look for ways to make the presentation less busy,
falling back on a lesson that all teachers learned a long
time ago: sometimes less is more. At the same time,
however, we didn’t want to simplify so much that we
excluded useful techniques. Eventually, by trial and error,
we learned the balance between too much and not enough.
We also discovered that working in the electronic venue
required that we constantly be several steps ahead of our
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students, who often are extremely computer savvy and
quite likely to discover ways to plagiarize. Without
engaging in cynicism, we adapted the Reagan philosophy
of “trust but verify” by using readily available software
such as student tracking and TurnItIn. In the process we
also learned how to use feedback mechanisms to enhance
teaching. For instance, we discovered that a threaded elec-
tronic discussion on a subject like plagiarism puts students
on record as knowing what it is. After that, the standard
excuses for plagiarism pretty much went away. Similarly, a
quick personal email is a handy way to find out what a
student knows or needs to know about a subject. The
professor can ask the student to summarize a concept in a
return email. Then the professor, at a glance, can see the
gaps in knowledge and advise the student accordingly.
These are only a couple of effective ways in which
judicious use of software enhances teaching without
getting in the way. The trick, we found, was to use the
software without becoming slaves to it.
Along the line, we’ve discovered some techniques that
work. If you’re new to the online course experience, espe-
cially if you’re considering a hybrid course, here are some
tips you might find helpful.
Acceptance forms
Professors commonly pass out course outlines and
discuss class policies, and then ask students to sign a
contract or agreement that they will honor those policies.
Here’s an opportunity to use the hybrid situation both to
save paper and to simplify record keeping. Instead of
handing out a syllabus on the first day, tell your class that
it’s online and where to find it. In addition, ask the
students to submit an acceptance form electronically. That
acceptance form then can be placed in each student’s elec-
tronic mailbox. Since the acceptance form is the first corre-
spondence of the semester, the form will go automatically
to the top of each student’s email list for easy retrieval.
Neither paper nor filing is involved.
Hiding elements
A website can be confusing if it publishes too much in-
formation in a single screen or if it presents too much in-
formation in a short period. We’ve found that if we put too
many items on a screen, students tend to surf through
them instead of working on the lesson at hand. Sometimes
we want students to read ahead, but sometimes we want
them to concentrate on a single lesson. That’s where hiding
elements comes in. If you’ve designed all the lessons for a
semester and then put them on a Web page, hide the ones
that aren’t active. That way the students can’t “smorgas-
bord” through the course. Hiding menu elements (on the
left of the screen) also can be valuable. For instance, we’ve
found that if the students can see the “Discussion” tool in
the menu, they tend to open that tool to see what’s in
there. Since each discussion targets a particular concept,
try placing a discussion link in that learning module, with
perhaps a backup link in the calendar. Now you can hide
the discussion tool in the menu; students don’t need it.
Otherwise, students may open the menu tool and start
surfing, resulting in questions about upcoming discussions.
A reverse of that situation is the practice of hiding
something that’s been there for several days. If an active
assignment was due a couple of days ago, hide it and wait
for the questions about where it went: nagging by hiding.
Organizational methods
There are a variety of content organizational methods
that can be used; however, the week-by-week method
allows you to use your calendar and your learning modules
together. You can limit each learning module to a single
week’s work and install links in your calendar. We found
that students in the basic speech course responded espe-
cially well to this organizational method, most likely due to
the built-in time management components. Students were
able to approach their public speaking preparation using a
clearly delineated, step-by-step method. Also, this practice
tends to keep students where you want them to be in the
course.
Tracking tools
In a classroom, how many times have you heard this: “I
simply don’t get it.” As a teacher, you wonder why, and
you ask the student to clarify. In a hybrid course, you can
use the tracking tool. We post our lecture notes on the
course site, and we track student reading. You can tell at a
glance what a student has read and how much time was
spent. Let’s say you discover that a student has spent very
little time going over your materials (lectures, handouts,
etc.). As a teacher who’s been around a while, you suspect
a similar lack of effort in reading the text. Instead of
sending a tedious email that paraphrases what you’ve
already published, you can send a short email that asks the
student to clarify.
Here’s an example:
“Please tell me which points are baffling to you.”
If at that point the student isn’t specific, here’s a typical
follow-up:
“Please review the lecture notes and text and then send
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me an email that outlines your understanding of the major
concepts that this assignment covers.”
By that time, the student usually gets the drift.
Discussion tool
Although you’ve already engaged the class in a discus-
sion, you can reinforce that discussion on the bulletin
board. After the class discussion, you can require the
students to post their thoughts on the bulletin board. Then
you can jump into the forum and ask the students to
respond to other postings. This practice engages the
students who aren’t very active in class but who may have
valuable input. As a bonus, sometimes the quiet students
start participating more in class discussions.
Humor and frequent communication
While we don’t want to be in the stand-up comic
business, we can make it clear to students that we’re not a
robotic part of the machine with a square screen. Often a
friendly or encouraging email that uses nonthreatening
phraseology can make a student feel more a part of the
class. An appropriate humorous comment allows the
student to view the professor’s lighter side, allowing for the
interpersonal component that is difficult to transcend over
the Web. Also, consider that people check their computers
sporadically 24 hours a day. Don’t miss the opportunity
that this around-the-clock access allows. If you have a
thought on the way home after a lecture, send it to the
class. If you want to remind them to read a chapter, send
an email or publish a text block they can’t miss.
Text blocks
WebCT features the ability to publish headers and
footers. You certainly can use this feature to design a page
with standard banners like the name of the course. In
addition, you can use the text block feature to publish
urgent messages. If you have one message one day and
replace it with a new message another day, be sure to
change the color of the text block. Otherwise, students may
assume it’s the same message and skim by it.
Tips for the online learner
Adding a direct link on the home page that provides “tips
for new online learners” can eliminate initial confusion and
provide students with a clear understanding of what the
online learning environment is all about. These links might
include such topics as Web etiquette, where to go for help,
thinking ideas through before responding, online learning
is not for everyone, creating a private and positive working
environment to study, and other helpful weblinks, etc.
What now?
This is a mere handful of tips, and it is by no means a
complete list. As classroom professors, we try new tricks
regularly. Some we keep; some we lose. Don’t be shy about
using the same approach when you’re teaching your hybrid
Web class. If you’re relatively new to the Web-teaching en-
vironment, take our list as typical techniques you can try. If
they don’t work for your students, discard them or modify
them to fit your situation. WebCT has a lot of tools: use
them your way, and don’t feel you must use all of them.
Do what you do in class: put yourself in the students’ place
and see whether your presentation works; stay loose and
listen to the feedback.
Lori Norin is an assistant professor of speech communica-
tion at the University of Arkansas at Fort Smith. Tim Wall is
an English instructor at the University of Arkansas at Fort
Smith.
The Challenge of
Teaching Across
Generations
By Rob Kelly
I
nstructors need to take steps to make the online
classroom a comfortable and supportive learning envi-
ronment regardless of students’ online learning experi-
ence or learning style preferences—a particularly important
consideration when teaching students from multiple gener-
ations.
Deborah Silverman, assistant professor of human
nutrition and dietetics at Eastern Michigan University,
teaches online and hybrid courses and has observed several
generational differences among her students, some of
which are due to the level of familiarity with the technol-
ogy as well as their previous learning experiences. Among
these differences:
• older students tend to resist technology more than
younger students,
• older students are more likely to ask the instructor
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technical questions rather than relying on the
helpdesk,
• younger students are more likely to include URLs in
threaded discussions, and
• younger students tend to prefer video
For many young students, the idea of taking an online
course is nothing new. They are often comfortable with the
technology as well as the student-centered learning envi-
ronment. For older students, the technology and the
pedagogy are obstacles. Many older students are used to a
traditional, lecture-based learning environment and reluc-
tantly enroll in online courses only when there are no other
viable options.
“There are some students who should never be in the
online environment. It’s sad because it’s often because of
how they have been taught face to face. They’re spoon-fed
learners who are not [inclined] to become self-directed
learners. That disturbs me because I’m in a profession
where we’re training practitioners who are going to have to
take courses to maintain their credentials once they
graduate.
Most of the courses in our profession are being offered in
an online format, and if they aren’t happy using technol-
ogy, they’re going to have a difficult time finding ways to
be able to earn the number of continuing education hours
they need,” Silverman says.
Whenever Silverman has a new group of learners, she
has them do a learning styles assessment. “When I’ve got a
mixed age group, I put in several different options. They
have the option to read the textbook or view a video of the
content. They can do the textbook reading and have some
supplementary video clips that help to reinforce the
learning,” Silverman says.
When assigning group work to multigenerational group
of learners, Silverman makes it a point to group students
with similar learning styles and experiences so that they
are initially comfortable. As the course progresses,
Silverman lets students choose their own groups.
There are many benefits to getting students from
different generations to interact with each other regarding
the course content. However, different cultural references
and language usage can be obstacles. Silverman, a member
of the baby boom generation, feels that it is important for
her to keep up-to-date on the ways that her younger
students interact and to be able to provide cultural refer-
ences that they can relate to. However, she reminds her
younger students to use standard language in the course
rather than the shorthand that is so common among people
who grew up using informal text messaging.
“I think there’s going to be some challenges for faculty to
understand the differences across generations, and we have
the responsibility to find ways to adapt our delivery and
engage our students or we’re always going to have this core
of students who are not going to be happy,” Silverman
says.
10 Ways to Get
Reluctant and
Downright Scared
Students Enthusiastic
About Taking Online
Courses
By Errol Craig Sull
F
orrest Gump might as well have been talking about
the profiles of online students when describing a box
of chocolate: “You never know what you’re going to
get.” Indeed, in addition to the geographic, age, and other
mixtures, there is also a wide range of enthusiasms when it
comes to taking an online course for the first time: from a
level of total comfort and ease in using computers to major
fear and anxiety. Many teaching online don’t expect the
latter; there is a widely held belief that anyone taking an
online course not only is tech savvy but also has no
problem in not being in a brick-and-mortar classroom
(where face-to-face interaction with the instructor is taken
for granted).
As just about anyone who has taught online has discov-
ered, this is a major misconception.
Many students are returning to the classroom after years
away—and to an online course, to boot. There are also the
students who know little—and sometimes nothing—about
using a computer, freely admitting their high stress level at
now having to do a course online. And there are students
who strongly maintain that the only way to learn is with an
instructor they can see, hear, and talk with right in front of
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them. All of this translates into additional work on the in-
structor’s part—something necessary and noble, to be sure,
but also something that can be minimized with a few
teaching strategies:
1.That welcoming email is so important. If your first
email is too harsh or impersonal it can really bother
those students already concerned about taking an
online course. Instead, welcome them with enthusiasm
and interest—and always let the students know you are
available and eager to help anytime. This approach will
go a long way in making those anxious students feel
less anxious.
2.Address possible student concerns before they’re
brought up. I have what I call my Mini-Guide to
Taking X Course Online, and one of the sections
addresses some of the pre-course problems I know I’ll
encounter from students (mentioned above). Just out
of curiosity, I kept track of the number of students who
would raise these concerns before I included the
section and after—I had a nearly 25 percent drop in
hearing from students once I added this section. It’s
not going to address every concern, but it does help—
and every little bit allows for more focus on the course
itself.
3.Anticipate student computer fears, et al.—and be
ready for them. What I’m about to suggest serves two
purposes: being able to immediately respond to most
pre-course student concerns emails and saving you
time. I type out a series of responses to questions
regarding lack of computer knowledge, not being face-
to-face with the instructor, etc.; I have these saved in
one file called Student Pre-Course Concerns. When I
receive an email from a student addressing one of
these, I simply copy and paste my template response in
my return email, tweaking it, of course, for that
specific student. If you do this, have a friendly, I’m-
really-interested-in-your-problem tone—you want the
students to feel you are not just giving a perfunctory
response.
4.Never make yourself out to be a computer god. This
is one of the worst things you can do, for it gives
already nervous students just that much more to be
nervous about. No one is born computer-wise—in fact,
it really helps to let the student know you once felt the
same way he/she does now (or at least were also once
a computer neophyte). Your computer prowess will
come through in your helping students better under-
stand how to navigate through your school’s computer
environment.
5.Write students often—and not as R2D2. Depending
on the online platform used (WebCT, eCollege,
Blackboard, etc.) you will have opportunities to write
students through chat rooms, discussion threads, team
projects, overall class announcements, and general
email. Do this often: students—especially those who
initially were hesitant about taking the online course—
need to feel that you are an involved, caring instructor,
not one who simply pops in once-in-awhile.
6.Don’t hesitate to talk with students still having
problems. Sometimes, no matter how often you write
(to the class and individual students) there is still a
need for one closer step: the sound of your voice. This
can be very reassuring, very motivating—often beyond
what you can say in writing. And remind your students
of your willingness to speak with them throughout the
course: if it’s a one time thing at the beginning of the
class students can either forget it’s an option or—
worse—think you really didn’t mean it.
7.Never accept computer awkwardness as an excuse
for late assignments. Do this and you immediately
offer any student a convenient out for handing in late
work. In the Mini-Guide I mentioned earlier I remind
students of one of my favorite quotes, from Clint
Eastwood’s movie Heartbreak Bridge: “You improvise.
You adapt. You overcome.” Translation: if your
computer is not working or you don’t have access to
one for a few days, visit the library or use a friend’s; if
you are still learning how to become friends with a
computer, spend a couple of hours just getting to know
it; etc. I remind students that in taking any course they
have a responsibility to get the work in on time
(barring unexpected illness, catastrophe, etc.).
8.Have resource and contact information ready. There
may be times when there is a tech question beyond
your knowledge but one the tech department, your su-
pervisor, or some other administrator will probably be
able to answer. Have those folks’ emails, positions,
phone numbers, and best time to reach on one sheet
that you can pull up when needed. Besides helping to
resolve the problem it has the nice bonus of showing
you as an instructor both prepared and interested in
his/her students.
9.Always “sell” the positives of online courses that
landline schools can’t offer. This is a big plus in
helping anxious students somewhat overcome their
nervousness. Often, students are so focused on what
they are concerned about in taking an online course
that they forget—or may not even know—all the
PAGE 18
FROM PAGE 16

18
terrific benefits online education offers. I enumerate
these in my Mini-Guide with an approach of,
“Welcome to the exciting, interesting, and bonus-filled
world of online education!”
10. Keep an online folder of all “yikes!” emails. This
can assist you in so many ways, including preparing
additional template responses for emails, helping you
become better prepared the next time you receive a
concern you hadn’t thought about “this time,” and
giving you reason to search out additional support
resources. My list is several pages long, only new
“concerns” go in, and I have them broken down by
category: Computer Concerns, Not-in-Live Classroom
Concerns, etc.
REMEMBER: Fear of the unknown can be easily
assuaged by a flashlight of sincere concern, availability,
and assistance—with a thread of friendliness thrown in
for good measure.
both writing and conducting workshops on it; he teaches
English Composition online for Excelsior College (Albany,
NY); and is currently at work on a book of his online
teaching activities titled Pebbles: A Most Unusual Approach
to Very Effective Writing.
Playing Catch-up: How
to Come Out From
Behind When an
“Unexpected”
Broadsides Your Efforts
By Errol Craig Sull
J
ust recently, my hometown—Buffalo, N.Y.—was hit
with a somewhat “perfect storm”: On October 12 and
13, 22 inches of wet snow fell, coming to rest on
thousands of limbs and branches that were still in the
midst of their autumnal leaf display. The result: nearly
400,000 folks lost power; all Internet connectivity and
landline phone service were gone for many of these people;
and street upon street was blocked off by downed power
lines and whole trees or tree limbs. For me, this meant no
use of the Internet (desktop or wireless) nor driving to
another location for computer use—for five days. My
online students, of course, merrily rolled along with their
work, as all were in various locations where it was another
ho-hum day at the Internet office. So, when my screen
finally smiled back at me with its warm glow, I knew I had
some serious catching up to do. But what route would be
the best? What should I do first? Some of what follows has
come out of this experience; some of it is from previous,
not-quite-such-a-long-loss-of-Internet-connectivity experi-
ences. I hope you never need any of it—but do save it:
these suggestions can make any catching up much easier:
• Don’t Panic. Panicking is the worst possible thing you
can do! What I call “the unexpecteds” in life happen to
each of us, so we must simply take the unsavory
situation in stride. It will pass, eventually—it always
does. But if you panic about no longer being able to do
your regular routine with your class(es), you might say
or do things that you wish you hadn’t. Conversely, you
might NOT say or do things you should have. There is
nothing you can do about what happened, so work
around it.
• Contact the “powers that be” about your situation. In a
previous column, I suggested you keep a hard copy of
important contact information for your school(s). Here
is a perfect example as to why. First, it would have
done you no good if it were on your computer. Second,
calling someone at school and asking him or her to
alert your class(es) to the situation will [a] alert the
school to your difficulty so they will know you are not
sloughing off and [b] give your students a heads-up so
they will know your absence is something that is
simply beyond your control.
• Personally communicate the problem to your students,
if possible. Although having someone from your
school(s) initially contact your students is crucial, you
also must get a message out to your students as soon
as possible. This may necessitate going to a library or a
hotel, if yours is down. If the unexpected event is a
health issue, you can send them an email from home.
The students create a personal relationship with you,
and thus it is extremely important that they hear from
you—your guidance, your plan for the class, and your
thoughts on the situation help the class more readily
accept your situation and work with you.
@
FROM PAGE 17
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19
• Work out a prioritization plan. Each class is, of course,
different, and thus each will mostly likely require a
different prioritization plan for what to do during and
after your unexpected situation. Carefully thought out,
this plan can help you minimize problems, save time,
and keep you from becoming unglued!
• When connectivity comes back on, immediately let
your students know. Not only is it important for your
students to hear from you, and to hear from you that
all is about to go back to normal, but it’s also crucial
that you be honest with your students and let them
know that it might take you a bit of time to get caught
up. (And by the way, Internet connectivity may not be
your problem. Health issues, being stranded
somewhere, a honeymoon, and the like may be
“biting” you. Regardless, always let your students
know what is going on—you are their one lifeline to
the entire class, and because it is online they must rely
on you a great deal.)
• Respond to individual emails before going over student
assignment submissions/ postings. As soon as you can
actively get back to the class look for, and respond to,
any student (and other class-related) emails sent while
you could not teach the class(es). These are individuals
with individual concerns; they tend to have a more
immediate, this-really-concerns-ME need than does a
class group of papers, quizzes, or other assignments
that need editing or grading.
• As soon as possible, fall back into your comfort zone of
teaching. Each of us has a certain comfort zone of
teaching we establish for each class. It is our groove in
which we always know what to do, when to do, and
how to do. Being out of that zone, which can
happened as the result of an unexpected situation, can
hurt us by causing us to make hurried (and thus
perhaps not the best) teaching-related decisions,
having our teaching enthusiasm wane, allowing other
“items” to take over what normally would be “teaching
time,” weakening the bond with our students, and
others that only you can know (as they are specific to
you and your course[s]).
• Be sure to thank those who went out of their way to
help you. NEVER take anyone’s kindness and efforts
for granted! No matter what someone did to help with
your class during your unexpected situation, that
person made it just a tad easier for you and your class
to continue. Yes, we guide and facilitate and teach our
classes, but we depend on so many others in our
schools so that we CAN teach. When an emergency
comes up that interrupts our teaching, we turn to them
to help out, and they will and do: don’t forget them.
• Begin your own “emergency situation teaching kit.”
Beyond the items I’ve listed here, there are going to be
additional things to include, depending on the nature
of your course(s), school(s), and students. These may
include names of anyone who can fill-in for you;
contact numbers for technical, hardware, and software
issues; and notes from any previous unexpected
situation that will give you a smoother ride the next
time one of these situations comes up. As I said at the
beginning of this column, let’s hope you never have to
use such an emergency kit, but if you do and you
DON’T have one, well, you will likely regret it.
REMEMBER: “Be prepared” is the motto of the Boy
Scouts … and the online teacher.
both writing and conducting workshops on it; he is
currently at work on a book of his online teaching activities
titled Pebbles: A Most Unusual Approach to Very Effective
Writing.
The Online Instructor’s
Challenge: Helping
‘Newbies’
By Maura A. Ammendolia, PhD
F
riday, 5:23 p.m.: “I am in Ohio until Sunday at a con-
ference and am having a huge problem with Internet
access…I am losing my mind trying to keep every-
thing straight.” Friday, 8:25 p.m.: “I am writing to you now
in tears. I never did get computer access here in my hotel
room so I am using the computer in the business center at
the hotel…I have been working on posting my paper and
team members’ critique, but this computer will not let me
send them. I am going to try calling the school’s Web
support. I have kept up with all the reading and would hate
to drop out after I have put so much time into this class…I
@
FROM PAGE 18
PAGE 20

20
had no idea this was going to be so much work and frustra-
tion…”
Communications like these from students who are new
to online education can be a real challenge for the instruc-
tor. As an online educator who is fairly new to the
medium, I have found that classes typically contain
students of varying degrees of technical expertise,
computer experience, patience, and personal stamina.
Consequently, classroom materials such as lectures,
readings, and assignments should be designed with clarity
and viewed from the perspective of the least-skilled user. In
addition, technical support materials such as Web-based
tutorials, help desks, and the services of other technical
support staff must be readily available, easy to use, and
practical. Finally, the instructor should develop personal-
ized methods using e-mail, chat, teaming, and discussion
tools to support students new to the online environment.
Otherwise, overwhelmed students can easily disappear into
cyberspace, becoming retention statistics.
I have discovered three general areas in which support
for “newbies” is essential:
1. Clear and well-designed course materials
Login is the online student’s first course contact. It must
be user friendly so that the student’s initial impression is
positive. Using a welcoming and conversational tone in the
introductory materials as well as making sure they are easy
to read and well organized will go a long way toward
making the new user feel comfortable. Delineating proce-
dures and techniques that are essential for student success
in an online course is important in the introductory section.
For example, point out that since online courses depend so
heavily on the written word, thorough reading and
rereading of the syllabus, lessons, and assignment direc-
tions is critical.
Deliberately allowing for some redundancy is also
necessary when developing course materials. I always
describe assignments in the syllabus as well as within the
lesson body, and in a separate assignment section for each
lesson. If the software has calendar and announcement
options, entering assignment due dates both on the
calendar and in announcements that pop up when a
student logs on are also helpful redundancy techniques.
This can help eliminate panicky e-mails about assignment
questions and due dates.
2. Accessible technical support
Critical for all students, but especially for those new to
the online environment, is technical support. Links to Web-
based tutorials, reminders about necessary computer
elements to support course software, and directions for
using essential tools like e-mail, chat, discussion, and as-
signment drop boxes can be built into the course. Twenty-
four-hour “help desk” support is also essential—since
online students frequently enroll due to tight schedule con-
siderations, they are often working on assignments at odd
hours and may require assistance at any time. Since help
desk assistance can sometimes be too generic to solve all
issues, a member of the university technical staff enrolled
in the course can assist both students and instructor with
specific dilemmas that arise.
3. Personalized contact
In my opinion, this is the most critical area for support-
ing new online students. Accustomed to face-to-face in-
structor contact, students are often anxious about not
having that contact in online courses. The instructor needs
to establish a lifeline at the beginning of the course by
sending welcome e-mails, providing telephone and e-mail
contact information, introducing icebreaker activities on
the discussion tool, and having early and regular chat
sessions. While having a frequently asked questions (FAQ)
area in the course may prevent some unnecessary e-mails,
responding promptly to new students’ e-mails is the single
most effective technique for encouraging and retaining
them. Shy students are more likely to ask questions via e-
mail, and students insecure about their skills may prefer to
ask questions of the instructor via e-mail as well. As confi-
dence increases, students tend to utilize the discussion
board or chat to post questions of general interest, with in-
FROM PAGE 19
PAGE 21
Deliberately allowing for some redundancy is
also necessary when developing course
materials. I always describe assignments in the
syllabus as well as within the lesson body, and in
a separate assignment section for each lesson.

21
structor encouragement.
Personal contact with other students is also essential for
keeping new online students afloat and engaged in the
course. One of the elements in my icebreaker activity on
the discussion board is a question about level of experience
with online courses. After reading the initial discussion
board entries, I develop student groups for team assign-
ments, always assigning inexperienced online students to
groups with one or more experienced students. The use of
teams encourages students to support each other; in my ex-
perience both new and experienced users have found team
activities beneficial to the online course experience.
The fate of the overwhelmed student? With the above
three support elements in place, she persisted and became
a solidly contributing member of her team and her class.
No retention statistic here—she earned an A!
Reference
Ko, S., & Rossen, S. Teaching Online: A Practical Guide.
Boston: Houghton Mifflin, 2001.
Dr. Maura Ammendolia is an adjunct faculty member in
the Graduate School of Education at University of
Massachusetts Lowell Online, teaching Diversity Issues for
School Leaders. She is indebted to fellow faculty members in
the University of Massachusetts Lowell Online Book Club,
who offer mutual support and share teaching ideas, as well
as the technical support staff who developed this idea-
sharing forum for online instructors: Carolyn Siccama,
Carrie Powanda-Croft, and Alena Wood. @
FROM PAGE 20

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