Tips for Bringing University Students Online

Contributed by Marianne Handler, Technology in Education, National-Louis University, and Jan Naher-Snowden, Curricular and Instructional Studies, The University of Akron. Marianne and Jan co-lead the Preservice Teacher Discussion Group and the Teacher Education Faculty Discussion Group in Tapped In.

Preparing students for participation in real-time online discussion

Preparing teacher-candidates entering today's classrooms requires providing a range of experiences using all of the available technologies. We know that the children in the classrooms where our graduates will be placed need to be prepared users of all the tools that are a part of their future lives. Experiences in virtual learning environments should be included in all teacher-preparation programs. The Tapped In After School Online discussions provide a meaningful introduction to these virtual learning spaces as well as interactions and experiences within a community of learners.

It is not unusual for a group of pre-service students to attend an ASO session. It is not unusual for them to gain good teaching ideas and have interesting interactions with the leader and others attending the discussions. Unfortunately, it is also not unusual to welcome to the discussions groups of students who are unprepared and uncertain about expected online behaviors and courtesies. It is the goal of this short piece to help faculty plan for the needed preparation prior to sending students to their first virtual discussions.

We at Tapped In hope you will accompany your students on their visits or, possibly, drop in on sessions they will be attending. There are discussion groups designed for all learners. In January, 2004, we started a new forum for Teacher Education Faculty. And, no surprise, our first meeting focuses on Preparing Students to Visit ASO sessions.

What technology skills do students need?

Not a great deal. Some keyboarding skills and a comfort with the computer should be enough. Students need some keyboarding skills in order to participate in online discussions. They do not have to be rapid keyboarders but should be aware of the need for careful keyboarding and the need for brevity in their online comments. They should have had experience on the web; using a browser, and using the mouse to move from page to page. One of the ASO discussions is about the WebQuest. Perhaps having students work through a WebQuest will help them to become comfortable with online work. They move between web pages, may need to capture online material, and may have the experience of working in more than one window.

While it may not have been your responsibility to teach these skills, you are the teacher that is asking them to attend these virtual experiences. They can expect help as they begin. It is important that you be comfortable with all of the tasks that you are asking them to complete. You will want to be able to talk them through any difficulties they have as they prepare for the first experience.

What should students expect when they come to a discussion?

Try to provide a similar experience or a pre-experience of some kind prior to the assignment to join a synchronous discussion. Many of the courseware management programs such as Blackboard or WebCT contain a simple chat system that can be used to introduce this environment to students. In addition many students today use instant messaging. Although it is not the same, there are many ways it can be used to discuss similarities and differences. The Tapped In Code of Professional Conduct might also be shared and discussed with students prior to the visit. In addition you will find a short guide to the Tapped In interface, and other items on the help page. Students can review these links and decide what additional knowledge that they need before going to a virtual session.

Check out the After School Online (ASO) calendar - you will find Tapped In Tips and Tricks Sessions listed. These sessions are conducted by HelpDesk volunteers who are familiar with the difficulties and questions a visitor to Tapped In might have. Guests to Tapped In meet in the reception area to help new users learn about the features of Tapped In. It is possible as well that you as the teacher can go online and arrange with a Helpdesk guide to schedule a time to offer this session for your students ? hopefully during one of your class sessions. After that meeting you and your students could spend time doing a little independent exploration. This is a wonderful way to prepare for their upcoming assignment and increase student comfort at the same time.

Some suggestions for students would include a reminder to:

• Observe and listen before joining in. Read carefully what others are saying and try to refine or expand upon what they are saying.
• Notice that discussions can be somewhat disjointed with short clipped sentences. Try and get a sense of the direction of the conversation and respond with short messages.
• Be as polite and kind as you would be in a face-to-face conversation
• Be careful how you express ideas. Because this is text based it is difficult to sense emotions. Avoid hurting feelings by using careless expressions.
• Remember time is limited. Make sure your input is meaningful and adds to the value of the conversation.
• Follow the guidelines set by the discussion leader
• Use care in the number of responses. Everyone wants to have a voice and need time, and, above all,
• Maintain a respectful professional demeanor.

Lastly, remind your students to relax and have a good time during their time in the virtual learning community.

What kinds of assignments will help this visit be a meaningful learning experience?

The key to success is probably directly linked to the assignment you provide for your students. Do they understand the underlying purpose of the assignment? Is there a planned extension and follow-up that is meaningful for the full class when this discussion takes place? Do students see how what is happening in your class assignment will connect to the concept of preparing them to be a good teacher? Do they (and you) have ways in which this experience will link to other assignments or to other visits in virtual environments? In other words, do they see follow up. Remember how little growth there was for you when professional development opportunities were one-shot with no follow-up provided? Think of those days as you plan this introduction to virtual learning environments.

Making sure that your purpose for this experience and the guidelines and expectations for the assignment results are clear to all participants. That is key to making this a meaningful experience for your students.

Perhaps you will join our Teacher Education Faculty forum. We look forward to having you join us and to hearing how you design assignments for your students. If you are willing to share them perhaps we can build resources and ideas for other faculty as they begin to introduce their students to this useful technology tool.