Trinh certainly has some challenges to overcome. Seeing that all her students are already on-line rather than face-to-face allows her some opportunities. She could create forums for general questions and encourage other students who know the answers to help out. There are often many ‘experts’ who could help with technical issues for example. Also by having a central question bank, answering a question once will likely clarify the same question for other students.
She could schedule an ‘office’ time where any students could join via video conferencing such as Skype. As was done with this course, these sessions could be taped for those who couldn’t make it, but were still interested in the information. (This was very helpful by the way, thank you).
Trinh could have one email account forwarded to the other, creating only one place to check which would also avoid people sending communications to both. She also could use the Do Not Reply feature depending on the information she was sending.
I had a professor who explained that they would be highly active during the week but took their weekends away from the course, so to only expect communication on weekdays. She could choose a time when she is not available for communication.
Students working in groups could be directed to ask questions within the group first, then select one team member to communicate with the instructor and relay the messages.
Using feedback from previous years of commonly asked questions, she could make changes to the course reflecting clarified instructions or expectations.
I like your suggestions. I also said that she could have a feedback form at the end of the course (similar to each course we take in ETEC) where she can reflect and change anything necessary to make it more enjoyable for her and her students. She could ask them what is the best and easiest way to communicate with the instructor and other classmates? How can one improve if they don’t ask or reflect?
Perhaps she could have a FAQ page like another colleague suggested. This might help alleviate her email congestion?
Also, in my post I mentioned the SOUL theory. Similar to your idea of the professor taking a day or two off from all form of communication. In exchange, students do the same. It really worked well and I hope more professors adopt this model.
Hi Kim and Sean,
You make excellent points about turning to the students not only for possible technical expertise but also for feedback on how to streamline the communication process in the first place. I think it’s important, though, for that feedback to be provided to Trinh through a private form (like a Google Form) rather than through a contact form for a few reasons. If this is on a public forum and there are conflicting suggestions, Trinh wouldn’t be showing preference for one student’s ideas over another in a public fashion. Moreover, perhaps a potential solution would be upheld as extremely popular by students but it is unfavourable towards Trinh’s needs. Regardless, the student voice is an important piece here, and I would be surprised if there wasn’t a push from them for increased streamlining of communication.
Victoria
Thanks for leaving me comments, Kim.
You have some great suggestions in your post, too.
It bothered me when reading the case study that Trinh was working so hard to keep up with the email/ communication problem but did not seem able to troubleshoot how to get out of it. Not to mention, how would any educator not factor in some ‘downtime’? I like your idea that she turns communication off during the weekend or at a time that works for her and her students.