This presentation was prepared as a part of the University of Southern Indiana's Summer Institute for Online Teaching and Learning. It addresses the need for faculty who teach online to develop professional boundaries in their communication with students.
2. Why Boundaries? High student expectations More individualized attention Additional technical hurdles Blurring of personal and professional relationships Etiquette gap issues Asynchronous learning where the classroom is always open
3. Why Boundaries? High student expectations Access: Why can’t I call you at home? Can I send you a text message? Responsiveness: How long is too long to wait for a reply to my email? When will the grades be posted? Support: You asked me to use this (name the tool/web site). Why can’t you help me? I need a test reset and I only have 30 minutes.
4. Considerations High student expectations Access: What contact methods will you support? Phone? Calls only? Office only? Email? IM/Chat? Office hours in person or virtual? How available will you be? Hours Days of the week Responsiveness: How quickly will you respond to: Calls Email Support: What support do you provide? What support does the campus community provide? What support must the student seek on their own?
5. Why Boundaries? More individualized attention Student questions of general concern often get handled one at a time. The needs of the student at home on their computer with their Internet connection and their software and their antivirus and… become more complex and individualized. You may be this students only connection to USI.
6. Considerations More individualized attention Can you create “boilerplate” responses to common issues? Should you create a virtual space where student may help each other? Prepare yourself for the lost cause—the student who cannot be helped. How much of an advocate for the student can you be if you are their primary contact with USI? Explain you limits to students.
7. Why Boundaries? Additional technical hurdles The hardware required: Computer Printer Webcam/Headset The software required: Blackboard Video/audio/animation plug-ins Skype/Twitter/MyMathLab The connectivity required The ability to use any of the above
8. Considetrations Additional technical hurdles Select technology wisely while considering: How easy is it to use? How expensive is it? Is it likely the student will need this again? Can it be used widely? (Platforms, connection speeds, hardware) How much coaching can you afford to do? Who else can help? Establish a list of technology needs in the beginning and provide the ability for students to self-check their capabilities. Offer contact information for student technical support
9. Why Boundaries? Blurring of personal and professional relationships Relationship labels beyond your control: Facebook friends? Twitter followers? Youtube subscribers? Skype contacts? How does a label change student perceptions of the relationship? The creepy treehouse, again?
10. Considerations Blurring of personal and professional relationships Define the relationship you expect explicitly: Salutations Tone Limit access to personal information (a little goes a long way) Avoid virtual spaces that students “own” Encourage respect or you and for fellow students with a statement of expectations
11. Why Boundaries? Etiquette gap issues Informality of some messaging systems: IM Email Chat Texting Anonymity vs. Accountability
12. Considerations Etiquette gap issues Create and distribute a netiquette statement State expectations about: Tone of correspondence Formality of written communication Accountability for expressions Intolerance for intolerance Eliminate opportunities for anonymous student correspondence unless there is an overwhelming reason to allow a student’s identity to be shaded
13. Why Boundaries? Asynchronous learning where the classroom is always open When students are active: After work Late at night In various time zones Just in time Wide open content vs. timed content release Use of other content sources beyond hose you provide
14. Considerations Asynchronous learning where the classroom is always open Remind students that you’re on Evansville time Watch when students access your course and consider making some time available during peak periods If students enter the course with a wide variety of abilities, consider a timed content release to allow you to pace the types of questions asked Give students reputable secondary sources for information so that you do not find yourself having to defend or refute the thoughts of every blogger on the web
