The online classroom can be an intimidating environment for many students. This can be true whether a student is new to the online setting or learning to function in a new online setting. The student must contend with communication issues such as lack of face-to-face communication, the inability to comprehend fully the readings or prescribed material, shortcomings in writing abilities, and the assumptions of knowledge on the part of the instructor. There are also technical issues the student must contend with as many students lack the technological perspicacity needed to navigate the online platform successfully. Given that many students have not recently been in a classroom setting, online or ground-based, there is the issue of engaging (or reengaging) in the learning process; a process not always encouraged in society writ large.

Steven Brookfield breaks down the difficulties many students face regarding the learning process rather aptly,

"Learning is not a rational, bloodless, ascetic phenomenon, [rather it is] an activity invested with such significance by students, and one in which fragile egos face such potential threats, that it would be unnatural for them not to experience it emotionally." (Brookfield, 2006, p. 170)

The issue for online instructors is to make the learning process, and the transition or reintegration into the online classroom, easier for students to help them succeed toward achieving their educational goals. Frye (2007) stipulated there are four areas where instructors can help their students succeed, within our courses and in future courses: communication, resubmissions, assumptions, and questions. Instructors should attempt to personalize communication as much as possible to help student feel as ease and part of an online community. My personal strategy is to post within the discussion forum a template of how students should format their communications. Instructors should also allow student to resubmit assignments as the learning process is iterative, and if students can learn to internalize and operationalize an instructor's feedback, then they will be more likely to success in the future. Instructors should be careful about their presumptions of students' knowledge. Given the diversity of or students, we need to localize exceptions, as much as possible, to the individual student rather than judge them based on preconceived notions. Finally, we as instructors should create an environment in which questions are welcomed and encouraged. However, we must also make clear that students must be diligent in their research and exploratory efforts before turning to in instructor for guidance; we are there to provide support, not spoon-feed answers.

By helping our students learn the learning process in the online classroom, we can help ensure they leave our classes with newly developed skill sets, an increased understanding of their abilities, and less fear then when they entered our respective classrooms.

Thanks,

Eric

Reference:

Brookfield, S.D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco: Jossy-Basee.

Frye, S. (2007). Religious Education and Faith Challenges in the College Classroom. Adult Learning, 18, 12-14. Retrieved from http://www.aaace.org/