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=Teaching staff are provided with support resources (including training, guidelines and examples) on effective ways of using communication channels to support student learning. =

Evidence
Several studies have shown that teacher online immediacy and presence directly affects student satisfaction and learning (Arbaugh 2001, Abramov & Martkovick 2001, Thomas, Jones, Packham & Miller 2004). This means that staff will need training and support in effectively adapting traditional methods to the online environment.

Roberts & McInnerney (2006) note that clear and unambiguous communication with students is particularly important in online course delivery. It is therefore of extreme importance that all academics be instructed in the use of email and chat room styles of communication (p. 8).

Berge (1998) listed many fears that still have a major impact on academic resistance to online learning. Amongst the most relevant almost a decade later are: lack of technological assistance ….. Will appropriate assistance be available? This can be a very large obstacle if the concerned institution does not provide technological support for all parties – academics, administrators and students.

Tutor online behaviour affects the quality of synchronous interaction (p.50, Johnson 2006)

Resources
To improve the quality and quantity of student participation in online discussions there needs to be greater instructor immediacy and explicit linking of online discussions to student outcomes or learning objectives. These improvements can be achieved largely by a repositioning of the face-to-face component of the online unit to allow for more appropriate timing of scaffolding and instruction on the operation of inquiry-based learning and use of online discussions. (de Bruyn 2004).

There are many guidelines for how to use communication channels with students, for example:

http://www.designingforlearning.info/services/writing/comm.htm

There is also research evidence on how to effectively employ communication channels to support student learning, e.g.: Garrison & Cleveland-Innes (2005) administered the study process questionnaire to online course participants to measure changes in learning strategies. They compared four different course designs with varying degrees of teaching structure and instructor involvement. They found that teaching presence contributes to the adoption of deep learning strategies. The quality of the interaction between staff and students must therefore be a specific design goal.

‘It is important to define clear participation requirements in terms of length, content and timeliness. It is important to provide engaging questions, focus discussion, challenge and test ideas, model appropriate contributions, and ensure that discourse is progressive’ (Garrison & Cleveland-Innes 2005, p. 145).

Vrasidas and McIssac (1999) conclude: Firstly, that there is need for mandatory training in the conventions, etiquette, and operations of online conferencing systems.

See Roberts and McInnerney (2006) for lots of good advice on how to ensure that instructors have appropriate online communication skills and the sorts of communication channels to consider using. Problems such as student isolation and the need for flexibility and help desk support are also discussed.