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=Course documentation describes appropriate uses of different communication channels. =

Evidence
There are many potential problems with the operation of course communication systems, for example, unless students receive prompt feedback they feel they are posting to the network without response (Vrasidas & McIsaac 1999). Responsive and timely teacher-learner communications significantly effect positive learning experiences and outcomes (Blignault and Trollip, 2003; Bolliger and Martindale, 2004). Therefore all users of communication channels need to be aware of the intended use, conventions, and outcomes of each communication channel.

Vrasidas & McIssac (1999) conclude: there is need for mandatory training in the conventions, etiquette, and operations of online conferencing systems. At an absolute minimum the relevant information needs to be in course documentation.

Good staff-student interactions and a sense of teacher immediacy increase the willingness of students to approach and engage in educational tasks. This is critical to the learning process. (Allen et al. 2006).

Some students may feel that staff communication is unprofessional in some formats. For example most institutions don’t yet have a policy on the use of social networking sites to communicate with students. Should students and teachers be Facebook friends? It may be that as long as the use of the tool is related to learning then this is ok. There may be a lot of benefit to be gained from extending learning relationships into the places that students spend time anyway. However, some interactions are necessarily formal and should be treated as such. Asking for extensions on assignments probably shouldn’t be done via Facebook. In any case institutional policies are required so students and teachers alike know what to expect (Prabhu 2008).

Resources
There are many guidelines for how to use communication channels with students, for example Boettcher (2006): http://www.designingforlearning.info/services/writing/comm.htm

Guidelines for good feedback can be found here: http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/e-assessment/assess-feedback

Waterhouse & Rogers (2004) give a sample email response policy.

Dennen (2005) describes two methods of communicating expectations of responsiveness: by making explicit statements; and by modelling appropriate interactive discussion and response practices to demonstrate how these will operate and their timeliness. Dennen reports that where guidelines were unclear ‘student participation floundered. Students did not know how much they were to contribute or what their messages should look like. As a result, their use of discussion areas gravitated toward seeking help on their other assignments’ (p. 139).