Distance Education Classroom Management

Dan OBrien
CUR 532
December 19, 2016
Professor Danene Mims

Opportunities for Controversy

Student areas of controversy in online education are a problem that online

instructors need to made aware of.

In traditional classroom settings disagreements and controversy between

students and staff are made apparent with face to face and vocal exchanges.
All parties, and those who were previously unaware of a controversy, become
fully aware of any problems. The lack of anonymity in face to face exchanges
can make some reconsider getting involved in an exchange with another.

Teachers in traditional classroom settings have more of an opportunity to

intervene early on in confrontational exchanges. In asynchronous formats
disagreements between learners can have multiple exchanges in short periods
of time, well before an instructor becomes aware of a problem.

In an online class settings there is almost complete anonymity, students along

with instructors will probably never meet in the actual world. With this
anonymity students may feel more compelled to join in and escalate a
controversial topic. The asynchronous format of online education makes it
difficult for instructors to intervene early in conflicts (Kelly, 2013).

Many online controversies are started with a misunderstanding of a post or by

inadvertently posting a comment themselves that is considered offensive by
another.

Strategic Plans for Addressing Controversy

Online facilitators should establish policies and rules about student posting
procedures early on in a class. Student conduct with other students and
institutional staff should be respectful at all times and such wording should be
included in a course syllabus (Kelly, 2013).

Instructors should request students post a brief introduction about themselves,

when people know a little about each other they are more respectful of each
other.

With the asynchronous nature of online education facilitators will need to monitor
discussion forums to look for signs of conflict and student controversies (Kelly,
2013). Discussion forums need close monitoring by facilitators. Unmonitored
discussion forums, that may have contained a misunderstanding with the first
learner to learner exchange, can quickly escalate into an all out war in a very short
amount of time if left unchecked.

Address each student involved in a conflict with respect, acknowledge the postings
so the learner feels their comments matter. Facilitators may need to walk a thin
line without taking sides to not alienate any of the students involved in the
controversy (Kelly, 2013).

A cool off period for the parties involved may be the best strategy (Kelley, 2013).

Student Efficacy in Distance Education

Self Efficacy is a persons beliefs about their own abilities to complete a

specific task (Vilkas & McCabe, 2014). Self efficacy can be compared to ones
self confidence towards learning and mastering a skill. Facilitators of online
courses may need to design projects to help students gain online self efficacy.

New students to distance education may already possess the technical skills
required for such a course but lack the self confidence required to participate
in an online environment.

Non traditional students may view online coursework as a daunting challenge

and may have low self confidence and self-efficacy (Vilkas & McCabe, 2014).

The virtual world of distance education may be a difficult platform for

traditional students to establish an identity for themselves in the presence of
other learners (Vilkas & McCabe, 2014).

How to Minimize the Effects of Student

Efficacy

A high sense of student self-efficacy is required for the online learner to be

successful. Since all interactions in an online environment revolve around ones
ability to successfully participate and communicate online an online facilitator
may design projects and assignments to help nurture this skill.

Online facilitators can have students post personal introductions at the start of
the class for credit. Instructors can provide a positive response to the posting and
reinforce the students use of the learning management system technology (Vilkas
& McCabe, 2014). This practice will help build the students self confidence and
self efficacy for future course participation.

By making positive feedback in public forums an online facilitator gives credibility

to the students posting. The instructor can also invite other students to post
comments in discussion forums. This practice will help build a students
confidence and minimize the effects of any negative student efficacy (Vilkas &
McCabe, 2014).

Instructors should post clear expectations, posting requirements and behavior

expectations so students will know what is expected. The instructor should lead
by example and follow these expectations with their own online interactions
(Vilkas & McCabe, 2014).

References

Kelly R. (March 19, 2013). Managing Controversy in the Online Classroom. Faculty
Focus. Retrieved from http://www.facultyfocus.com/articles/onlineeducation/managing-controversy-in-the-online-classroom/

Vilkas, B., & McCabe, C. (May 20, 2014). Promoting Students Self-Efficacy in the
Online Classroom. Faculty Focus. Retrieved from
http://www.facultyfocus.com/articles/online-education/promoting-studentsself-efficacy-online-classroom/