Understanding and Communicating with Students in Distance Learning Programs Heather Dodds Dr. Stan M. Schmidt Teachers College Western Governors University

Scope of Online learning 2.35 million U.S. college students enrolled in online courses in fall 2004 and 3.94 million in Fall 2007(Sloan Consortium, Sept 2009). Online course enrollment increasing 33% per year (Worldwidelearn, Oct. 2009). WGU has grown from 6,000 students in 2004 to 16,000 in 2009. Blended programs are becoming mainstream in education. Corporate training programs are moving from traditional to e-learning formats.

2.35 million U.S. college students enrolled in online courses in fall 2004 and 3.94 million in Fall 2007(Sloan Consortium, Sept 2009).

Online course enrollment increasing 33% per year (Worldwidelearn, Oct. 2009).

WGU has grown from 6,000 students in 2004 to 16,000 in 2009.

Blended programs are becoming mainstream in education.

Corporate training programs are moving from traditional to e-learning formats.

Characteristics of Adult Learners Older than traditional college age (over age 26) Typically Caucasian Technology background varies widely Varied sources of Motivation Baggage Varied expectations Focused on application and relevance Limited time

Older than traditional college age (over age 26)

Typically Caucasian

Technology background varies widely

Varied sources of Motivation

Baggage

Varied expectations

Focused on application and relevance

Limited time

Challenges to Successful Distance Mentoring Mentors come to distance learning programs from traditional education backgrounds. Communication skills are being lost to technology (McDaniel, 2002). “ Few professionals receive training in making presentations, even though it is something they will all have to do throughout their careers.” (Brophy, 2008).

Mentors come to distance learning programs from traditional education backgrounds.

Communication skills are being lost to technology (McDaniel, 2002).

“ Few professionals receive training in making presentations, even though it is something they will all have to do throughout their careers.” (Brophy, 2008).

Important Dispositions of Distance Mentors Concerned about student’s welfare and success Empathetic Available Positive Willing to listen

Concerned about student’s welfare and success

Empathetic

Available

Positive

Willing to listen

General Communication Strategies for Distance mentors Communications should be regular and timely. Discussions should be brief and focused on addressing the problem behind the concern. Communication should be layered (calls documented and summarized in written form). Provide precise information(direct references to needed resources, etc). Know your students.

Communications should be regular and timely.

Discussions should be brief and focused on addressing the problem behind the concern.

Communication should be layered (calls documented and summarized in written form).

Provide precise information(direct references to needed resources, etc).

Know your students.

Strategies for Effective Verbal Communication Calls should be timely and kept short Begin with a positive greeting Follow format (be consistent & precise) Pay attention to body language (Phone message 7% from words, 38% how words are spoken, 55% from body language-Givins, 2008). End with a positive comment Follow up with written summary that clarifies goals and next communication.

Calls should be timely and kept short

Begin with a positive greeting

Follow format (be consistent & precise)

Pay attention to body language (Phone message 7% from words, 38% how words are spoken, 55% from body language-Givins, 2008).

End with a positive comment

Follow up with written summary that clarifies goals and next communication.

Strategies for Effective Written Communication Begin with a greeting/positive note. Keep the communication short. Keep the note focused on a single topic. Address the subject directly and clearly (no double negatives, etc). Keep the note restrained and free of nuance. Check grammar and spelling before sending. Needed follow-up is clearly specified.

Begin with a greeting/positive note.

Keep the communication short.

Keep the note focused on a single topic.

Address the subject directly and clearly (no double negatives, etc).

Keep the note restrained and free of nuance.

Check grammar and spelling before sending.

Needed follow-up is clearly specified.

Sloan-C International Conference on Online Learning 11/2009.