|Topic 5: Communications Online|
|Faculty Team Members:||Consultants:|
|Bryant Davis - Montgomery CC||Dody Welsh-Parris - Chesapeake CC|
|Diana Zilberman - BCCC||Nancy Kaplan - University of Baltimore|
|Drew Habermacher - PGCC|
|Michael Harsh - Hagerstown CC|
Analyze the Audience
The audience should have a general knowledge of online courses, including e-mail, chat, and the discussion board. The audience does not need to know how to use these, but knowing what they are will help the audience learn.
This level of training is for a range of people. It will help orient those who are new to distance learning and illustrate options to those who are more advanced.
Absence of body language, tone of voice, and social cues make it necessary for online instructors to have excellent mastery of the written language. Clarity and precision of writing style, as well as awareness of audience perception of the messages, are crucial for effective communication.
of Topic Information
~ Nancy Kaplan, University of Baltimore, FOTTC presentation
~ Dody Welsh-Parris, Chesapeake College, FOTTC presentation
A. U. P. Committee R on Government Relations Report on Distance Learning
Care in Online Courses" By D. Gross & V. Buford http://leahi.kcc.hawaii.edu/org/tcon2k/paper/paper_grossd.html
conducted solely via email. Moraine Park Technical College
From Distance Education, Where Class Is Always in Session." By J. Young.
Chronicle of Higher Education. March 3, 2000.
Learning, the Internet, and the World Wide Web. ERIC Digest http://www.ed.gov/databases/ERIC_Digests/ed395214.html
Principles for Faculty in Distance Learning
of Computer Mediated Communications
of Interactive Media in Education
of Educational Multimedia and Hypermedia
Education Online Symposium (DEOS-L)
~ A Study Guide for Distance Ed (Moore and Kearsley, 1997) http://www.hfni.gsehd.gwu.edu/~etl/deguide.html
~ University of Colorado School of Education's Distance Education Resource Guide http://carbon.cudenver.edu/~mryder/itc_data/distance.html
Participants will work in groups of 5-7. Each group will assign a group leader who will ask every participant to write an e-mail message to be sent to a group of students who failed to submit an assignment on time and whose work during the course has been unsatisfactory. The e-mail should be clear and should also include a warning for students risking possible failure in the course. The group leader will give each member an index card that will indicate the specific tone to be used in the e-mail, as follows. Members of the group will not know what the others' assigned "tone" was and will have to guess that tone or describe it at the end of the exercise.
Other topic discussion questions:
The audience needs to become aware of how writing style affects communication. Understanding of this topic can be assessed through specific samples of online communication that demonstrate effective or ineffective communication.
People who are learning about communication online could be assessed in a number of ways. For instance,