Example of good practice in online communication

Clear and constant communication

Jaqi Broadbent

Jaclyn Broadbent - School of Psychology

This example describes the use of multiple modes of online communication to support and engage students in a first-year, large enrolment unit.

The unit

HBS110 Health Behaviour is a core unit for the Faculty of Health. It runs all three trimesters, both on- and off-campus, and across all campuses. In our largest trimester we have over 1000 students.

Due to the large number of small assessment pieces (weekly reflective journals and quizzes), having clear and constant communication with my students is important to reduce student anxiety and provide a clear way to progress through the unit.

Because this subject is run on- and off-campus, I have worked very hard to ensure that students have an equitable experience and that a variety of avenues are available for students to receive support and gain greater understanding of course materials. Further, I have found that good communication enhances student engagement and motivation, and thus their learning experience.

News feed

The main tool for communication I use is the Desire2Learn news feed function. Every week I post reminders with two components: 1) a 'talking head' video of myself on YouTube 2) a written summary of the main points in the video. Within the video I discuss:

what the lecture is about and who is giving it at which campus
what chapter of the text they should be reading
when eLive sessions are running and what content will be covered in these and on-campus tutorials
which quizzes are open and which are about to close
a reminder that their weekly journal is due
any other pertinent information for the week.

Discussions

I also use the Desire2Learn discussion topics frequently as a way to extend and enhance their learning. I post different topics and encourage discussion, and monitor the discussions daily.

Facebook

Another popular method I use to communicate is through Facebook, which is a popular online social network among young people. I have created an HBS110 group where I also put the weekly news feed posting, as a way to communicate with those students who might otherwise not be engaged.

eLive

I run eLive sessions twice a week. These are open to on- and off-campus students, and I try and mirror the on-campus experiences as much as possible. The eLive sessions are also recorded for students who missed out.

Audio assignment feedback

I also have just recently implemented the use of audio recordings to provide students with feedback on assessment (alongside the use of a rubric and a small amount of written feedback). I have found the markers actually give more detailed feedback using this method, and the students feel their feedback is more personalised.

Feedback from students

Overall, the feedback has been very positive. Students have indicated that they feel supported in their learning, and the good communication gives them a clear structure to help them progress through the unit.

Further information

The News guide provides step-by-step instructions for using the News tool. The News 'Why' guide gives some ideas of ways to use the tool to enhance teaching and learning.

For further information on using Discussions, see the Discussions guide.

For further information on using eLive, see eLive.

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