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=Course delivery plans include regular monitoring of communication channels. =

Evidence
To improve e-learning outcomes it is important to learn from past mistakes, according to Ehrmann (2002), who argues that tracking progress is not only necessary to stay on course but also to identify solvable problems that can attract fresh resources (p. 55). The results of monitoring should be used to inform ongoing and new development, and to support resources and strategy. Information on performance can be used as a tool for improving quality, but only if the information is disseminated. Such validation of e-learning practices and resources is a significant stage in the full cycle of organisational learning that describes success in terms of ‘student performance, student satisfaction, staff experience, and cost effectiveness, as judged in relation to the original intentions’ (Salmon, 2000, p. 236). Salmon discusses validating as one of six activities in the iterative process of creating an effective learning organisation infrastructure that enables ‘the system to learn about itself’ (p. 237).

There are at least two ways that communication channels can be monitored, for use and for content. Caballe et al. (2008) identify the essential issue in communication planning for courses is how to produce a setting that can be used for real, long-term, complex collaborative problem-solving and which enables the instructor to analyze group interaction effectively and provide support when needed. Learning may be enhanced by presenting selected knowledge to learners according to particular skills they display in communication channels.

Some research suggests that it is important to establish a community of learners. This includes establishing study groups early, modelling and reinforcing effective communication, identifying potential problems and designing a plan for dealing with problems (Knupfer et al. 1997). Course development plans must address these needs.

Wang (2008) explains four categories of facilitation in online interactions: intellectual, social, managerial, and technical. The managerial component is important for keeping discussions focussed, monitoring discussion processes and inviting missing members. Forum management also involves establishing netiquette, the norms and ground rules, expected participation, and the proper use of language. Facilitators should enter discussion forums frequently to check on participation. Wang’s results further demonstrate that summarizing discussions was perceived by students to be the top facilitation skill.

Seabrook (2001) identifies that flame (and other disruptive) messages are a persistent problem for discussion groups. Undesirable posts can have a significant effect on group membership and ongoing discussion. Communication tools need to be monitored and ground rules set in order to avoid this kind of disruption. As well as guidelines for moderators, filters may have some effect.

Lewis (2006) explains how the very fact of putting one’s opinions and comments into a public space may cause anxiety, fear of perceived criticism, or cultural concerns especially where English is not the student’s first language. Lewis’ study showed that some online facilitation styles are seen as problematic. In particular, domineering facilitation, the lecturer always having the last word, or being particularly critical of students’ comments were identified as damaging to the learning process.

Resources
Mazza & Botturi (2007) explain how the use of monitoring software can help to monitor for use and help to answer questions such as ‘are students participating in discussions?’ They describe the GISMO software which allows teachers to identify students with low numbers of logins and a poor participation record. Additional assistance and encouragement could then be targeted.

Course delivery plans should include plans to assess the content of communications to ensure that the outcomes intended from particular channels are being realized. If content strays from what is intended then modelling and reinforcing effective communication can be undertaken.

Advice for how to effectively monitor disussion fora can be found here:

http://www.sonoma.edu/users/n/nolan/501/powerpoint/moderating_facilitating/

http://www.textweaver.org/modmanual4.htm

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