Communication strategies

Online educators must become more course design conscious because activities and discussions are heavily focused on learning outcomes (Jones & Wolf, 2010). In order to compensate for the lack of f2f interaction, communication strategies are directed at engaging and supporting students in the online learning environment while maintaining the responsiveness and accessibility of the traditional classroom. Strategies that are aligned with one or more of the six American Nurses Association’s Professional Standards (ANA, 2000), are denoted with the corresponding Roman numeral.

I. Assessment of educational needs
II. Diagnosis of learner needs
III. Identify educational outcomes
IV. Planning
V. Implementation
VI. Evaluation

Engagement
Engaged students share information, opinions, analyze data, and solve problems by working together (Billings & Halstead, 2009). Evidenced based literature (Cook & Dupras, 2004), proposes ways nurse educators can keep online learners motivated:
• Facilitate student involvement by sharing expertise and offer encouragement (V).
• Foster social connections through peer interaction in the discussion forum and group assignments (V).
• Promote critical thinking by asking students to critique posted peer assignments or lead a discussion group (V).
• Assume a subtle presence in discussions then summarize or emphasize key learning concepts (III, V,VI).
• Stimulate thoughtful responses by using special communication techniques (such as Socratic questioning (V,VI).
It is pertinent to mention that online discussions result in rich responses because students have more time to reflect and research a well thought out answer (Ryan, Carlton, & Ali, 2004).

Support
Online educators offer student support in the form of direction, guidance, and technology. First, it is a good idea to identify learners who are new to the online environment and guide their adaption to student-centered learning (I, II). Educators provide orientation about online learning requirements so students have a better understanding of a self-regulated learning environment (Yukselturk, & Bulut, 2007). Next, employ proactive communication such as anticipating student questions and regularly offering reminders (I, II, IV, V). Address questions and facilitate discussion in a direct, consistent manner. It is also important to establish formally netiquette guidelines maintaining respectful online communication, emails, discussion forums, and collaborative group assignments (Jones & Wolf, 2010). Students should be aware of tone of written text to avoid misinterpretations. For example, words that are bolded or capitalized may signify anger. Finally, educators are often the first line of support for technological issues (Cook & Dupras, 2004). Possessing broad knowledge of the web-based learning system, basic troubleshooting, and resources is helpful for students (II, IV, V).

Responsiveness
Feedback is beneficial to learning because it makes students feel more connected and comfortable (Hismanoglu & Hismanoglu, 2009). To save time, educators can create and save standards responses for commonly asked questions (I, II), and utilize a teacher’s assistant large classes to help manage communication and ensure feedback is given in a timely manner (Billings & Halstead, 2009).

Hismanoglu & Hismanoglu, (2009), presents two types of feedback:
Information feedback :
1. Establish schedule for prompt grading and returning of assignments (IV, V).
2. Return assignments with comments (VI).
3. Schedule timely, individual responses to student discussion forum (I, II).
4. Outline grading criteria (V, VI).
Acknowledgment feedback:
1. Establish a response policy and publish it in the course syllabus (IV, IV, V).
2. Note students who fail to participate and notify them privately (VI).
3. Confirm receipt of assignments (II).

Accessibility
Students must be provided with alternate means for directly contacting faculty. Arrange electronic office hours but keep in mind there will be times when immediate responses are needed (I, II, IV, V). Flexibility is warranted and timely, individual responses are important to validate and/or correct learning (V, VI), before moving onto next concept (Billings & Halstead, 2009).