Topic 8: Practical tips in teaching online

1. To begin with know where everybody is (geographically speaking), who they are and where they might be coming from. Knowing where they are is important in understanding time zone differences for international students studying online from their home countries. Asynchronous online communication lessens the need to be concerned with time zone differences. However, with synchronous online communication it is critical to know these differences in organising the logistics of connecting with students for real-time discussions. In terms of getting to know people and how to refer to them by name online (particularly where Asian students can have two parts to their Christian names), this is best done through a private email clarification.
2. Online postings can be a good way for students from different cultures and with different experiences to share their views with the overall student group in a thoughtful way. Active moderation can draw students from all backgrounds into productive contribution and discussion. Providing some welcoming response when students first log-on to their unit site to begin their studies can also be a good start to socialising students from different cultures into their online learning environments; encouraging them to welcome and communicate with each can contribute further to establishing social presence for all participants.
3. Formal assessment as always is central in providing most students with reason to contribute strongly to online discussions and needs to be constructively targeted in soliciting desired online, cultural diverse participation.
4. The perennial issue of whether students should be allowed to self-select into face-to-face or online groups for group assignments or be allocated to groups in some fashion needs to be resolved. Those from same or similar backgrounds can tend to gravitate towards each other in forming groups if the self-selection option is allowed. Groups might be harmonious but culturally homogeneous and hence lose the benefit of diverse thinking and creative action.

At the other end of the spectrum, totally random allocation of students to work online in groups can lead to major disharmony and group dysfunction (although the technology itself makes it easy to do such random allocations). It might also preclude any opportunity for groups to meet together in and around the online work. Either option may not necessarily be the way groups form and operate in real-world settings.

We are inclined to the position of giving student groups opportunities to work online and face-to-face (with the exception of the University's wholly online units), and see allocation based on geographical proximity as being beneficial, but with some mixing done within that parameter.

1. If certain students show impatience with the written English posting skills of international students it might be better not to directly and strongly intervene which might make matters worse, particularly in the public discussion areas. Often, without teacher/moderator intervention, other sympathetic students will come online in support and make it clear to offenders that English is not the first language of the student and to be patient with their efforts to communicate. If the inappropriate comments persist then it is best to take your concerns to offenders through private email pointing out where they are in breach of University policy. This usually resolves the problem.
2. Ensure appropriate guidance and support, if you are a Unit Team Chair using casual tutors to moderate online discussions where the tutor might have English as a second language. Those students with strong written English skills might equally become frustrated with online teachers without the requisite online facilitation capacities.
3. Make it clear that Simple Messaging System (SMS) or, for short, text messaging language is inappropriate in contributing to online discussion in ways which might count for marks.
4. Be open to other communication technology options beyond asynchronous discussion boards and private messaging in Deakin Studies Online (DSO) WebCT Vista. For example, the synchronous discussion tool eLive can provide an environment supportive of broad participation helping to alleviate the perceived pressure of needing to be verbally proficient and physically well presented which can be experienced by certain students in face-to-face tutorials. In addition, students might just want to phone you and talk directly, leave voice messages, and communicate with each other via their mobile phones by voice or text messaging. There are many other avenues for technology-based communication in addition to Deakin's learning management system. All have their value and uses.

(Note there are disadvantages for students and teachers in not getting visual cues on how each other is experiencing the interaction, but there are advantages as well in being denied negative visual feedback in enabling productive participation, particularly at the beginning of a tutorial engagement.)

1. If you use a technology like eLive, think about allocating 1 or 2 students to help moderate the tute discussions. This might make other students more relaxed and prepared to contribute.
2. Despite a number of staff concerns, recording and delivering Lectures via iLecture remains extremely popular amongst students. Obviously, the ability to download, replay and review recorded lecture material at one's own convenience can be beneficial for students who may experience language comprehension problems. Recorded lectures made available soon after the live lecture can be used to check basic understanding, and can be returned to at any time, or late in the semester for final revision.
3. Remember that digital and digitised media resources can also be placed on CD and DVD and linked to DSO. Key resources can include documentaries, images etc highlighting various international developments. These can be used individually or in lectures to help internationalise the subject and make it more interesting and relevant for international and Australian students alike.
4. In using public presentation software (e.g. PowerPoint) in lectures be mindful not to work too quickly through too many points on too many slides. This might be daunting for most students, but particularly for those whose native language is not English. The need to have to simultaneously listen, read and make notes can overload students. Some lecturers provide gaps in their PowerPoint slides where students only have to write down key words, concepts and issues. This can lighten the cognitive load. Gapped slides can be made available on DSO for print-out before the lecture, students can fill in the gaps during the lecture and the complete slides can go up after the lecture for checking.
5. Be responsible for answering students' questions online promptly and politely. This might mean providing a direct answer in a timely fashion, or pointing students to where the information requested might be online, like in the unit guide. Tone is critically important. No matter how trying, always be polite and respectful. For those lacking in confidence, sarcastic, negative responses might be the morale breaker. Be aware that in certain cultures losing face with elders and peers in-person or online (where many more students might view the material) can severely undermine self-esteem. Of course, most people find criticism hard to take at the best of times in public forums.
6. The online environment can facilitate students answering other students' questions without the need for teacher response or redirection to other resources. However, keep in mind the need to at least check that other students' responses are, indeed, the correct ones. If the student answer is only partially correct, then, again, treat the responding student with respect by saying something like:

'Some of what you say is really helpful, but you also need to do such and such'.

To reiterate, avoid putting down the other student who is at least trying to help.

1. Lots of questions on DSO might indicate some problem with your teaching - lectures, tutes, learning materials, assessment requirements. Check and rectify perceived problems in the next offering of the unit. Many students online might indicate student engagement with the unit, but by the same token fewer questions just might indicate that your teaching is standing up well across the board. Also, remember that the same types of questions which continue to appear can be dealt with via the setting up of a Frequently Asked Questions (FAQ) page in DSO (assuming there's no other action that can be taken with other aspects of your teaching).
2. Online forms of testing and feedback as part of formative and summative assessment is a useful approach in providing many students with accessible and varied forms of knowledge testing and quick, helpful feedback.

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