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Building a Strong and Successful Online Learning Environment through Instructor Initiated Support and Affective Communication with Students
PROCEEDINGS

, , , , Old Dominion University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper is a report of a qualitative study conducted on a college level online class. Online students often have a feeling of isolation in the learning process. Timely support and affective communication are crucial for online students. Delayed support causes frustration and anger; rigid, dull, and plain written instruction fails to motivate students to active learning. The feeling of not being cared for, or even being abandoned arouses resentment and creates a destructive learning environment. When needed help comes late, the learning dynamic has been ruined. Instructors should take initiatives to provide timely help and enhance students’ learning potential with affective communications with students within and beyond the subject matter and course content by using multimedia technology. Teacher-initiated support and close online communication between instructor and students helps build strong relationships and foster productive learning.

Citation

Allen, D., Liu, H., Lu, R. & Ren, Z. (2004). Building a Strong and Successful Online Learning Environment through Instructor Initiated Support and Affective Communication with Students. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 328-335). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2019 from .

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