Communication

The single biggest problem in communication is the illusion that it has taken place – George Bernard Shaw

Learning Objectives -
Provide multiple opportunities for prompt feedback to foster learning.
Incorporate active learning techniques to support learning objectives.
Appraise and use varied technologies relevant to the course
Recognize and accommodate student learning styles

If web-based courses provide learners with effective interaction, then they possess all the benefits that a course could possibly have – flexibility convenience, and quality (Chang, 2009) Communication is vital in the teaching and learning process. Online communication requires extra layers of detail and support. The lack of visual and auditory queues can lead to misinterpretation of tone for the sender and the receiver. In addition online students can feel isolated and communication can help make the student feel connected to the course. This connection also becomes an important tool to build community by the using group projects and sharing introductions and examples.

Blackboard Exemplary course program rubric for communication is divided into several sections:

Strategies
Plentiful opportunities for synchronous and or asynchronous interactions.
Asynchronous communication strategies promoting critical reflection and higher order thinking skills aligned with the learning objectives.
Development of Community
Communication builds a sense of community.
Students are encouraged to initiate communication with the instructor and other students and collaborate to reinforce course content and learning outcomes, while building workplace useful skills such as teamwork, cooperation, negotiation, and consensus building.
Interaction Logistics
Guidelines explained required levels of participation are provided including quality of interactions. A good answer is defined by example and/or rubric including an explanation of grading. The instructor actively participates in communication activities, including feedback, updates, reminders, and announcements.
Learner Support – Information
Contact information for the instructor is easy to find and includes multiple forms of communication (email, phone, chat, etc.) expected response time for email replies is included.

Quality Matters identifies the following communication standards:
Netiquette expectations for online discussions, email, and other forms of communication are stated clearly.
Clear standards are set for instructor responsiveness and availability (turn-around time for email, grade posting, etc.)
The requirements for student interaction are clearly articulated.

The Seven Principles of Good Practice for Developing Online Best Practices for Interaction (Meyer, 2006, p. 123);

1. encouraging contact between students and faculty

2. developing reciprocity and cooperation among students

3. encouraging active learning

4. giving prompt feedback

5. emphasizing time on task

6. communicating high expectations

7. respecting diverse talents and ways of learning

Blackboard 9 tools for communication include:

Wikis (Hawaiian word for fast) – Wikis are used to create a collaborative pages within the Course where all students can view, contribute, and edit content. Wikis can also be used as a resource for students to view information and content relevant to their Courses.

· Course Wikis are created by the Instructor and any course member can add pages.

· Group Wikis are enabled by the Instructor and can be read by all course members, but a user must be a member of the Group to edit a page or make a comment on a Group Wiki page. The Instructor can change the default setting to allow only Group members to view a Group Wiki

Example- an ongoing place to quickly have both students and instructions collaborate and build knowledge on a topic. Use the blog for brainstorming the wiki to share the information.

A popular free wiki outside of Blackboard is available to classroom teachers at http://pbworks.com/content/edu-classroom-teachers

Journals – Bb9 self-reflection tool that will default to access only by the student and teacher. Journals can be set up as a group journal or made public by the instructor. Remember FERPA guidelines if you share the information.
Example- Student reflection can be an important deeper understanding of material, which could include personal examples since this is a more private student to instructor area. Student reflection can be an important piece of instruction in active learning and service learning.

Blogs –

· Individual Blogs: Only the owner of the Blog is able to post Blog Entries. All other users enrolled in the Course are able to view and add Comments.
Example- Student posts ongoing reactions to topics as the course progresses for class to use, have student create an ongoing resource for other students to use as the course progresses.

· Group Blogs: If the instructor enables the Blog tool for the Group, all Group members can post Blog entries and make comments on Blog entries. Any course member can view Group Blogs, but can only add comments.
Example – a private area only for students to post ideas about projects or resources, great for group brainstorming.

· Course Blogs: Instructors are able to post Blog Entries. All enrolled users can post Comments to Blog Entries.
Examples – Use for student reactions to topics, ask students to post examples to show understanding of topic

A popular free blog outside of blackboard can be found at http://www.blogger.com

Discussion and email are the most common communication tools in online classes.

Communication Guidelines are set in the course policies in the syllabus - Make students aware of Netiquette policies and set guideline to help students understand when it is appropriate to use email or the discussion board. Questions about content or course navigation should be asked on the discussion board, and other students should be encouraged to help with answers. Communication about grades or of a personal nature should be on email.

Designing Discussion boards to Promote High Order thinking

· Asking open-ended questions and encouraging students to reply with more personal thought to ensure that the dialogue is interactive rather than just a one- way instruction communication
(Chang, 2009).

· Responsibility online instructor to nudge and encourage the construction knowledge (just like in a face to face classroom). (Christopher, Thomas & Tallent-Rennels, 2004).

Discussion Groups – Design Options

Suggestions for forming groups and creating roles
Create topics and let students choose (size limit – first come first serve)
or assign groups
Establish Operating Norms for the group (Brooke, 2008).

· Guidelines for online and off line etiquette

· Guidelines for group and individual learning outcomes. Example

· Ask each member to log in 3 times per week and post one question and 1 response.

Foster trust inside group
Set a framework that shows students how each individual contribute on ties into the broader success of the group a shared goal.
Create a buddy system – 2 or 3 students responsible for joint participation and contribution, co- development of case study or alternative postings.

Assign Roles within the groups. Instructor describes the relationships between the roles, and details responsibilities and interdependencies (Brooke, 2008).

Student roles
Debates
Trial – statements and rebuttals.
Case Studies
Subject Matter Experts

Design Tip

Create discussion/journal/wiki areas for each group to provide internal group support. This allows students an asynchronous place to brainstorm or develop ideas. Consider using MindMeister www.mindmeister.com for collaboration

Building community

In an online learning community the knowledge acquired by the individual is based on the alignment of asymmetrical interactions between learners and more capable peers (Vygotsky, 1978).
Knowledge is shaped through the active engagement of diverse perspectives within a community, as men live in a community in virtue of the things which they have in common (Dewey, 1916).

Assessment of Communication
Provide Rubric for the students to know your expectations and how they will be graded.

Great free online rubric tool available at http://rubistar.4teachers.org/

Discussion Rubric	Full	Partial	Zero	Total possible points 30
Comprehension & Critical Thinking	Demonstrates a full understanding of the topic and related research. Is full of insight and analysis and clear connections to real-life situations are made	Demonstrates an understanding of parts of the topic and related research. Shows some insight and analysis and some connections to real-life situations are made	Does not seem to understand the topic and related research. No analysis or insight is displayed and no connections to real-life situations are made	15
Style	Posts discussion comments using proper spelling and grammar	Post discussion comments that contain several spelling and grammatical errors	Posts discussion comments that demonstrate numerous spelling and grammatical errors	5
Netiquette	Posts comments that abide by the rules of Netiquette in that they are respectful, socially appropriate, and professional	Posts comments that violate some of the rules of Netiquette	Posts comments that violate the rules of Netiquette in that they are disrespectful, inappropriate, and unprofessional	5
Responds	Meaningful response to at least two other class member	Meaningful response to at least one other class member	No response to another class member	5

Provide details to the student about : length of discussion posting, if responses are required to others, if so “I agree” doesn’t count, summarize a website reference, don’t just post the URL, use information from the book or class to support your answer (Brooke, 2008).
Consider requiring MLA/APA format references, especially in writing or upper level courses.

Discussion Response Example guidelines (Brooke, 2004)

· A good response to the question should be one or two paragraphs, and address all the issues that are raised.

· A good response is not something like “I agree.” Please find something that you can analyze, add to, critique, explain, disagree with, or something. It should be a few cogent sentences. It should contain something that shows your knowledge of the book, as well as additional materials you might bring to class from the web and elsewhere.

· You must use references to support your work. You CANNOT copy a web site and paste it as your response. If you want to use a Web site summarize it outline the pertinent information and then cite the webpage. If you copy a webpage as your response, you will earn 0 points for the module.

References

Blackboard Exemplary Course Program Rubric (2010). http://www.blackboard.com/ecp

Brooke, S. 2008. The Case Method and Collaborative Learning. Computer-Supported
Collaborative Learning: Best Practices and Principles for Instructors. Orvis, K &
Lassiter, A. Editors. Information Science Publishing. Hershey, PA.

Chang, C-W (2009). Efficacy of interaction among college students in a Web-based
environment. Journal of Educational Technology Development and Exchange,
2(1), 17-32.

Christopher, M.M., Thomas, J.A., & Tallent-Runnels, M.K. (2003). Raising the Bar:
Encouraging High Level Thinking in Online Discussion Forums. Roeper Review, 26
(3), 166-171.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of
education (p. 4f). New York: MacMillan.

Quality Matters Rubric Standards 2008-2010 edition

Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.