A Proposal for Mandatory Office Hours & Classroom Chat Program
INTRODUCTION
Statement of Problem
Since 1918, Ashford University has been evolving, growing, and changing to accommodate its similarly changing student body. Our mission statement declares, “The mission of Ashford University is to provide accessible, affordable, innovative, high-quality learning opportunities…” (AU website). In regards to the online learning environment, it is time to call on the promise of accessibility through the process of innovation. Currently, there is a lack of immediate interaction opportunities in the student/teacher relationship, and as a student, I urge that this issue be addressed for the ultimate success of the online degree programs.
Sources
Numerous studies have shown that one of the major complaints from students in online degree programs is the lack of simultaneous communication. The studies referenced in this proposal include:
• Online Lectures: Benefits for the Virtual Classroom, a 2001 article in The Journal by Dr. Alvin Wang detailing his research and experience in the field of online learning and the benefits of virtual classroom chat.
• Improving online learning: Student perceptions of useful and challenging characteristics, a 2003 University of Georgia study by Song, Singleton, Hill, and Koh providing useful insight on a learner’s perceived challenges with online learning.
*Full references to these sources may be found at the end of this proposal.
Details of Problem
On our physical campus, students have a face-to-face opportunity to ask a question during class, immediately following, or during an instructor’s posted office hours. This is currently not possible in the online learning environment at Ashford. Responses to discussion postings, assignment feedback, and inquiries to instructors are inevitably delayed. There is no guaranteed time an instructor can be reached, and generally the only contact means is via email.
Communication in our online learning environment is asynchronous, meaning it does not occur simultaneously. Although it is policy that instructors respond to students’ emails or questions posted in the “Ask the Instructor” segment of the class website within 48 hours, there is no opportunity for immediate response. This can lead to students feeling disconnected from their teacher and the class, and dissatisfied with the online learning experience. In the UGA study, 71% of participants were challenged by “a lack of community”, and 60% had difficulty understanding goals and objectives in the online learning environment (Song, et al, p.8). As a result, this lack of instant accessibility can lead to poorer grades if comprehension of an assignment or class material is not reached by grading time.
Scope
The proposed plan includes a detailed assessment of methods to increase interaction opportunities between students and teachers, personnel requirements, costs, possible opposition, and expected results and ultimate benefits of the plan.
BODY
Phases of Plan
Immediate interaction opportunities can be made available for students in two phases: (1) Creating mandatory office hours for all instructors, and (2) Implementing a chat program for all virtual classrooms.
Creating mandatory office hours.
• Immediately make it Ashford policy for all instructors to set aside 2 hours each day that they are guaranteed to be accessible to students, by email and phone.
• Require for all instructors to post their new office hours, including contact information, (to include email and phone numbers) on their class websites.
• Additionally, instructors should send out an initial email to all students with their office hours and contact information. If an instructor needs to change their hours for any reason, updated hours should be emailed to students, as well as posted on the Course Home.
• Guarantee that all staff members are aware of the new policy change by releasing a staff-wide memo via email, detailing the new requirements.
Implementing chat program.
• Purchase 123 Flash Chat Pro© server software or similar and install in each virtual classroom. Installing initially in a few “trial” classes to test effectiveness is also an option.
• Require instructors to implement mandatory weekly chat rooms at a set time each week for 90 minutes of live lecture, discussion, and question addressing.
• Inform instructors of new requirements and request that they be implemented and passed on to students at the beginning of the next class. Likewise, inform students via email from their academic advisor, and a posting on their Course Home.
• Provide tutorials for teachers and students on utilizing the new software, and make tech support available as necessary.
Costs
• Implementing mandatory office hours would cost virtually nothing, except a few hours of time adding it to policy and notifying instructors. Notification via email eliminates any paper cost.
• 123 Flash Chat Pro©’s moderated chat modules can be purchased for $99/class. A description of educational chat room services and benefits can be reviewed at: http://www.123flashchat.com/index.php?page=elearning-chat-software.
Opposition
• Some instructors may have chosen the online environment seeking the flexibility of their schedule. Mandatory office hours slightly limit this flexibility and may not be welcomed by all instructors. Also, for those instructors who appreciate the “distance” in “distance learning”, talking to students by phone may be uncomfortable.
• Depending upon the number of classes receiving the chat program, overall cost might be a deterrent for some, who believe the asynchronous discussion boards, albeit with delays, are sufficient enough for communication.
Benefits
Upon implementation of these proposed actions, you will see the following changes:
• Improved student satisfaction, as demonstrated by end of course surveys.
• Higher retention rate of students due to the elimination of frustration and isolation.
• Improved teacher satisfaction with being able to monitor their students’ progress and understanding better
• Improved grades resulting from great accessibility to instructors.
• Finally, as stated by Wang (2001), “Instructors can lecture to the students and questions can be answered immediately. Follow-up questions can also be addressed immediately at an appropriate level of detail. Moreover, the instructor can inquire as to whether the students are clear on aspects of the course material. The immediate responses ensure that all class participants understand necessary information, thus making students feel connected to the instructor and the course.”
CONCLUSION
Recommendations
Ashford University is renowned for its history of excellence in the classroom, and this tradition must be carried over into the virtual classroom, as popularity of our online degree programs continue to grow. To ensure the continuing success of the students and the program, it is crucial to implement changes that will create immediate interaction opportunities between instructors and students. By requiring mandatory office hours for instructors and adding chat room software to all classrooms, the administration will be making leaps and bounds in assuring accessibility to faculty and a sense of community to current and prospective students alike.
References
Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education, 7, 59-70.
Wang, A.Y. (2001). Online Lectures: Benefits for the Virtual Classroom. T.H.E. Journal online. Retrieved May 20, 2010 from http://thejournal.com/articles/2001/08/01/online-lectures-benefits-for-the-virtual-classroom.aspx
INTRODUCTION
Statement of Problem
Since 1918, Ashford University has been evolving, growing, and changing to accommodate its similarly changing student body. Our mission statement declares, “The mission of Ashford University is to provide accessible, affordable, innovative, high-quality learning opportunities…” (AU website). In regards to the online learning environment, it is time to call on the promise of accessibility through the process of innovation. Currently, there is a lack of immediate interaction opportunities in the student/teacher relationship, and as a student, I urge that this issue be addressed for the ultimate success of the online degree programs.
Sources
Numerous studies have shown that one of the major complaints from students in online degree programs is the lack of simultaneous communication. The studies referenced in this proposal include:
• Online Lectures: Benefits for the Virtual Classroom, a 2001 article in The Journal by Dr. Alvin Wang detailing his research and experience in the field of online learning and the benefits of virtual classroom chat.
• Improving online learning: Student perceptions of useful and challenging characteristics, a 2003 University of Georgia study by Song, Singleton, Hill, and Koh providing useful insight on a learner’s perceived challenges with online learning.
*Full references to these sources may be found at the end of this proposal.
Details of Problem
On our physical campus, students have a face-to-face opportunity to ask a question during class, immediately following, or during an instructor’s posted office hours. This is currently not possible in the online learning environment at Ashford. Responses to discussion postings, assignment feedback, and inquiries to instructors are inevitably delayed. There is no guaranteed time an instructor can be reached, and generally the only contact means is via email.
Communication in our online learning environment is asynchronous, meaning it does not occur simultaneously. Although it is policy that instructors respond to students’ emails or questions posted in the “Ask the Instructor” segment of the class website within 48 hours, there is no opportunity for immediate response. This can lead to students feeling disconnected from their teacher and the class, and dissatisfied with the online learning experience. In the UGA study, 71% of participants were challenged by “a lack of community”, and 60% had difficulty understanding goals and objectives in the online learning environment (Song, et al, p.8). As a result, this lack of instant accessibility can lead to poorer grades if comprehension of an assignment or class material is not reached by grading time.
Scope
The proposed plan includes a detailed assessment of methods to increase interaction opportunities between students and teachers, personnel requirements, costs, possible opposition, and expected results and ultimate benefits of the plan.
BODY
Phases of Plan
Immediate interaction opportunities can be made available for students in two phases: (1) Creating mandatory office hours for all instructors, and (2) Implementing a chat program for all virtual classrooms.
Creating mandatory office hours.
• Immediately make it Ashford policy for all instructors to set aside 2 hours each day that they are guaranteed to be accessible to students, by email and phone.
• Require for all instructors to post their new office hours, including contact information, (to include email and phone numbers) on their class websites.
• Additionally, instructors should send out an initial email to all students with their office hours and contact information. If an instructor needs to change their hours for any reason, updated hours should be emailed to students, as well as posted on the Course Home.
• Guarantee that all staff members are aware of the new policy change by releasing a staff-wide memo via email, detailing the new requirements.
Implementing chat program.
• Purchase 123 Flash Chat Pro© server software or similar and install in each virtual classroom. Installing initially in a few “trial” classes to test effectiveness is also an option.
• Require instructors to implement mandatory weekly chat rooms at a set time each week for 90 minutes of live lecture, discussion, and question addressing.
• Inform instructors of new requirements and request that they be implemented and passed on to students at the beginning of the next class. Likewise, inform students via email from their academic advisor, and a posting on their Course Home.
• Provide tutorials for teachers and students on utilizing the new software, and make tech support available as necessary.
Costs
• Implementing mandatory office hours would cost virtually nothing, except a few hours of time adding it to policy and notifying instructors. Notification via email eliminates any paper cost.
• 123 Flash Chat Pro©’s moderated chat modules can be purchased for $99/class. A description of educational chat room services and benefits can be reviewed at: http://www.123flashchat.com/index.php?page=elearning-chat-software.
Opposition
• Some instructors may have chosen the online environment seeking the flexibility of their schedule. Mandatory office hours slightly limit this flexibility and may not be welcomed by all instructors. Also, for those instructors who appreciate the “distance” in “distance learning”, talking to students by phone may be uncomfortable.
• Depending upon the number of classes receiving the chat program, overall cost might be a deterrent for some, who believe the asynchronous discussion boards, albeit with delays, are sufficient enough for communication.
Benefits
Upon implementation of these proposed actions, you will see the following changes:
• Improved student satisfaction, as demonstrated by end of course surveys.
• Higher retention rate of students due to the elimination of frustration and isolation.
• Improved teacher satisfaction with being able to monitor their students’ progress and understanding better
• Improved grades resulting from great accessibility to instructors.
• Finally, as stated by Wang (2001), “Instructors can lecture to the students and questions can be answered immediately. Follow-up questions can also be addressed immediately at an appropriate level of detail. Moreover, the instructor can inquire as to whether the students are clear on aspects of the course material. The immediate responses ensure that all class participants understand necessary information, thus making students feel connected to the instructor and the course.”
CONCLUSION
Recommendations
Ashford University is renowned for its history of excellence in the classroom, and this tradition must be carried over into the virtual classroom, as popularity of our online degree programs continue to grow. To ensure the continuing success of the students and the program, it is crucial to implement changes that will create immediate interaction opportunities between instructors and students. By requiring mandatory office hours for instructors and adding chat room software to all classrooms, the administration will be making leaps and bounds in assuring accessibility to faculty and a sense of community to current and prospective students alike.
References
Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education, 7, 59-70.
Wang, A.Y. (2001). Online Lectures: Benefits for the Virtual Classroom. T.H.E. Journal online. Retrieved May 20, 2010 from http://thejournal.com/articles/2001/08/01/online-lectures-benefits-for-the-virtual-classroom.aspx
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