Week's End Report - April 15th

Tip of the Week!

Researchers at the Teachers College of Columbia University conducted a study published in October 2013 on role ambiguity in the online environment. The authors of the study, Rachel Hare Bork and Zawadi Rucks-Ahidiana, used data gathered by the Community College Research Center to compare student and instructor expectations in online courses.

The study found that instructors expect:

• students to have a high level of technical preparedness
• students to be comfortable using the learning management system
• students to take responsibility for their own learning
• students to be intrinsically motivated
• students to actively seek help when they have questions

The study found that students expect:

• instructors to respond to their communications virtually immediately
• instructors to provide substantive written feedback on assignments, not merely a number
• instructors to have a strong online presence, using a variety of engaging means by which to deliver course materials
• instructors to help keep them motivated throughout the semester

There are a number of gaps in the expectations of these two roles. Instructors are frequently disappointed with what they perceive to be a lack of preparedness on the part of the students, however the students believe they are adequately prepared. Students feel that the instructors should be helping to keep them motivated by providing engaging content, but instructors feel the students should be motivating themselves. Instructors expect students to ask for help when they need it, however some students do not feel comfortable doing that and students often feel the responses they receive are inadequate. These differences create frustration on the part of both roles. 

What can be done about role ambiguity? Typically we may try to address this issue by looking at the expectations of both groups and trying to meet them. But is that the most effective approach? The study conducted here indicates that a more effective approach might be to look at the misalignment of expectations and help clarify for each group what is expected of them.

Some ideas for minimizing role ambiguity as an instructor in your own online course:

• Strongly emphasize the course orientation activities that generally take place in Session 1 of online courses, use this to create a socialization opportunity for your class and model expected behaviors
• As the course begins, provide students with specific, detailed information about your expectations of them
• Guide your students throughout the semester by posting clarifying information as often as possible, for example if a student asks a question consider also posting your response as an announcement; other students may have the same question but be afraid to ask
• Emphasize your communication policy early in the course; let the students know you have a life outside of school and can't be available 24/7 but also let them know when and how you will be communicating with them
• Students appreciate videos from YouTube but they appreciate videos from YOU a whole lot more; hearing from you and seeing you creates a feeling of connection not only to you but also to the course

To learn more, you can access the complete working paper online at: http://ccrc.tc.columbia.edu/media/k2/attachments/role-ambiguity-in-online-courses.pdf

Systems Update

All college systems that require internet will be down on Sunday April 17th from 6:00 am - 10:00 am. These include: Campus Connect, employee email, MyIvyTech, CASS, helpdesk.ivytech.edu, IvyAppointment, IvyNews, Faculty Web, Media Portal, events.ivytech.edu, surveys.ivytech.edu, Netlab, WeBWork, Bob Server (and Bobbi), Infonet, Tutor Trac, statewide online orientation and online library systems. Blackboard, student email, the IDC website, the Online Education website, and the Distance Education blog will be available.