Standard 6

Communication Skills, Networking, and Community Building – The online teacher uses a variety of communication techniques including verbal, nonverbal, and media to foster inquiry, collaboration, and supportive interaction in and beyond the classroom.


Performance Indicator #6.1 The online teacher is a thoughtful and responsive communicator.

  • Email Correspondence Example – I have provided and example of typical communication that I engage in with students while facilitating courses and the Idaho Digital Learning Academy.  While it is only a single example, it is typical of the type and nature of the communication taken with students via email.  I have obscured any reference to the student’s name or email address.
    While other forms of communication can be more fun (Facebook), email remains the tried and true method.  Email can be inefficient since students may not check their email regularly.  However, when the email is initiated by the student, it is very effective.  They are waiting on a response and it is important to respond to them quickly.  I get notifications on my phone and can respond as well.  I typically will reply quickly to let them know that I received their email and let them know that I will attend to their request soon.  The alleviates the anxiety that students may feel if they don’t know that the email has been received.
    It’s important that students get that response quickly and have their issued resolved within 24 hours.  This practice lets the students know that they are appreciated and that someone is out there and cares.

Performance Indicator #6.2 The online teacher models effective communication strategies in conveying ideas and information and in asking questions to stimulate discussion and promote higher-order thinking.

6.2a – Examples may include: Discussion board guiding questions and facilitation that demonstrate evidence of discussion where higher order thinking is being facilitated.

  • Discussion Board Facilitation – Here is evidence of one discussion board that I facilitated while teaching online courses at IDLA.  There are two examples of initial student posts.  Both posts are in-depth.  My responses are designed to help facilitate higher order thinking and interaction with the novels under discussion in the posts.

6.2b – Strategies such as: Communication plan with description of tools, uses, schedule, etc. or demonstrates use of variety of discussion board strategies (role play, lead a discussion, jigsaw)

  •  MLA Jigsaw Activity – This jigsaw activity was created and designed for a synchronous environment.  The class divides into groups and researches / discusses their required components.  It can be conducted in a traditional classroom or a live virtual environment such as Adobe Connect that utilizes private virtual rooms like breakout rooms.  Once the research is done, students come back and “teach” their findings to the rest of the class.

Performance Indicator #6.3 The online teacher demonstrates the ability to communicate effectively using a variety of mediums.

  • Communication Plan – I created this communication plan during EDTECH 523.  It’s a plan to handle communication with students in an online classroom.  It includes strategies for icebreakers, introductions, discussion assessment, expectations, and strategies for interacting with certain types of students.

Performance Indicator #6.4 The online teacher adjusts communication in response to cultural differences.

  • Instructor Information (Includes information on communication response time) – My personal belief and practice for communication response time is simple.  Respond as soon as possible and at least within 24 hours.  While this is my official practice, in reality, I respond much sooner. It’s important for students to feel as if someone cares about their question and progress.  Quick response time helps to create this sense of caring.  I have my email delivered to my phone and i proved a valid phone number for calls and texts.  When a student or parent contacts me I will respond almost immediately to their initial email.  Sometimes this is only a quick reply to let them know that I received their message and to tell them when I will resolve their issue.  This gives them that sense of being cared for and alleviates any anxiety that they may have as to whether or not I received their message.  It also gives them a time-table as to when their issue will be addressed or resolved.
    I publicize this practice in both the syllabus and instructor information sections on my online course.  I also refer to it in announcements and feedback.

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