Projecting Community in Web-based Courses: What to Say and How to Say What You Mean
How to Say What You Mean
Have an Attitude
Overcoming the deficiency of face-to-face interactions and the embedded use of oral tone and body language can be very difficult in a web-based course but there are ways in which to convey inner meanings that would normally have been conveyed through oral tone and through body language. (Tone: A matter of attitude, 2004) Overcoming this important deficiency begins by looking at the tone used in the web-based postings and written responses. Word tone is usually applied through pitch or difference in voice levels and intensity, and it serves to differentiate between word meanings. Much of the time we use tone to add meaning in oral language. Using tone in this manner is generally not possible in web-based courses since we may not use our voice inflections, but it is possible to reflect tone or to give our writing a "voice" by selecting words carefully and through effective use of sentence structure. Word choice and sentence structure equate to tone in web-based learning and tone conveys an attitude about the course subject matter, and ultimately about the role of the student and facilitator in the course. Sentence structure should vary according to the intenseness of the meaning. Short sentences may project the meaning of urgency or irritation. Longer, more complex sentence structure may convey thoughtfulness regarding the topic at hand or that full attention is being given to the topic. At any rate, both tone and sentence structure must be used effectively and must be perceived by the student as projecting a positive course atmosphere in order to promote student success and retention.
Be Choosey
If we are to help students feel a connection and a "belonging" to the class as a whole, it is important to keep the dialogue informal in order for it to represent normal everyday dialogue. "[The] basic purpose [of informal writing] is to help students to become independent, active learners by creating for themselves the language essential to their personal understanding." (Informal writing: Uses, 2004, para. 3). Empire State College lists developing "communal learning:[by] encouraging, for example, open exploration and discovery in a community of inquiry, rather than isolated competition; to promote "connected," not separated, teaching and learning;" (para. 4) as one of the purposes of informal writing.
Informal writing mimics everyday speech. It is filled with the slang, contractions, and pronouns. It is sometimes humorous, personally subjective, offhanded, zany, and experimental, while at the same time being simple and light. It also makes students feel comfortable in web-based courses because of the human characteristics it brings to the class. In order to project human characteristics in the web-based "working space," it is important to select words which portray this warm, inviting image. For example; some facilitators might use verbs such as "give" instead of "provide" phrases such as, "let me know" instead of "make me aware" and pronouns which bring the dialogue to a personal level while sharing experiences. Postings, emails, and individual and teamwork responses should all be considered informal writing.
The pronoun, "you" cannot be overlooked when we review selections of the "right words" for web-based learning. As a facilitator of web-based courses, the use of "you" should be kept to a minimum. The word "you" often projects the shadow of blame and when combined with harsh personal opinions can escalate to accusations of bias and overly critical assessment between facilitator and student(s) or between student(s) and other students before the facilitator is aware of the full impact. This generally creates an ugly situation which can detract immensely from the web-based learning environment. This situation should be avoided at all cost. Reviewing and using I-messaging tools and reframing techniques can greatly alleviate this challenge. This author once wrote the following response to a student in a web-based course when the student had difficulty projecting a positive online tone when responding to others. Note the examples and the clear connection to the specific situation.
It is not the participation component that has given us trouble here; it is the online tone.
[Student name], online is much different than face-to-face because we do not get the chance to see facial expressions and that is such a drawback that we need to compensate by using our words very carefully.
Here is an example: When "you" is used in an online sentence, the person on the other end assumes you are speaking directly to him/her and not to the plural "you" of everyone in class and may have felt that individuals were being singled out. Though I did understand what you intended, others did not pick up on this. The three ways to avoid this, that I have found are: 1.) Read, reread, and reread responses again before they are sent, 2.) Read, reread, and reread again any exchanges before assuming that they are negative, and 3.) Use I-messages and plural pronouns as much as possible.
EXAMPLE: "Have you ever known that it is you that is not doing your job and not the other person." [Date]
I will agree that the week's discussions, for the most part, were positive and thought provoking --- but sometimes intimidating for many others in the class. We need to make the learning environment as safe as possible in order for others to participate. Online communication requires writing "softly." That responsibility belongs to all of us in the class. ( Jackson , 2002, para. 2)
Emoticons and verticons can help project clarity of meaning into web-based course, whether it is positive or humorous, but with high levels of usage may also detract from the overall effectiveness of the facilitator. Emoticons and verticons should be used sparingly and are topics for later review.
Clear Up the Muddy Water
The old saying "clear as mud" applies here. Effective online instruction requires that the facilitator be crystal clear. By giving specific directions, by noting examples even if this results in a 22-page syllabus, and by using the student's name in responses, the facilitator helps bring clarity to the course. In a web-based course, facilitators will be well-served to make sure that plenty of examples are noted throughout their course directions and within their responses. Furthermore students must be made aware of whom the recipient of the message should be. Many an instructional opportunity has gone poorly due to misused student names in a group conversation.