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=Course documentation provides the expected staff response times students can expect when using communication channels. =

Evidence
Effective management of student expectations regarding the means and manner of teaching staff responses to communications from learners is an essential factor for perceptions of quality in distance education courses (Ortiz-Rodriguez et al., 2005).

Response time, however, is conditional and dependent on whether a response is needed and/or purposely delayed for the benefit of other participants.

Student satisfaction with e-learning environments affects not only learner outcomes, but also retention rates. Teacher availability and response time is an important predictor of student satisfaction, participation, and motivation, therefore regular, timely feedback is necessary to avoid student frustration (Bolliger and Martindale, 2004).

Vrasidas and McIssac (1999) concluded that lack of prompt feedback to students discouraged and limited their online discussion participation: ‘Unless students receive immediate feedback, they feel they are posting to the network without any response’ (p. 33).

Resources
Blignault and Trollip (2003) define differences between administrative, affective, corrective, informative and Socratic responses to students.

Policy should require prompt and useful feedback aimed at improving student capability in related tasks rather than just the immediate goal

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

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).