“Following a constructivist, collaborative orientation, the author believes that the most successful and satisfying online learning occurs when adult learners are in continual and fluid exchange with each other and with the instructor—exchanges that encourage the flow of both content and socially oriented information” (Conrad 208).
The quote above is from Dianne Conrad’s “Engagement, Excitement, Anxiety, and Fear: Learners’ Experiences on Starting an Online Course” and is an extremely concise and open-ended answer to the question this post poses—what can help alleviate student anxiety about online courses? As Conrad suggests, developing a rapport with students and helping students develop a community with their classmates is the ideal way to encourage relaxation and participation. Conrad further suggests that “optimally, the adult learning classroom becomes a community of learners with shared goals and character” (209). If students cannot see how they fit into the online classroom environment, then they are less likely to feel connected to other students. If instructors cannot properly develop an online personality that reflects who they are as both teachers and individuals, then the students will be unable to trust and identify with their teachers.
Another important element in establishing a “safe zone” for online learners is to have the website up and running with assignments loaded in advance so that they can “’mentally prepare’” (211) for deadlines and gain knowledge about the CMS/website within which they will work. Adult learners, in particular, often have busy lives and prefer to know their assignment far in advance so they may schedule their work around their lives instead of the opposite, which is part of the overall appeal of taking online courses in the first place.
Conrad defines the instructor’s role in education as “a facilitative and collaborative presence that invites peer interaction among learners and a more democratic sharing of responsibility than what may have occurred in some traditional classrooms” (212). Ultimately, if the instructor and the course design meet the expectations of the students, the students are less likely to experience stress and anxiety.
It seems to me that, if students do indeed respond better to an engaging online presence from both instructors and peers, then a platform such as Blackboard that has live chat and discussion board options would be a wonderful option. Google Hangout, since it provides collaboration among users, would also be viable to establish such online relationships. Having virtual video chats can help students, as Scott Warnock suggests, see that “there is a real teacher” out there, and personally, putting a face to a name is helpful to me as a student. When I have had instructors for online courses who have not included a photo, I have looked them up to put a face in my mind.
Mark Pearcy’s article entitled “Student, Teacher, Professor: Three Perspectives on Online Learning,” recommends Elluminate as a great way to reach students from afar, labeling it “engaging, collaborative, and dynamic” (173). He also places high priority on chats, both between the instructor and student and the student and his/her classmates, and video conferencing. One of the problems Pearcy recalls from his own online teaching experience is that “students who had difficulty with assignments of conceptual understanding would have to make their problems clear via email” (175). He also states that “the sheer number of assignments, documents, and deadlines became, if not overwhelming, then tedious at least and occasionally disabling at worst” (175). Pearcy has acknowledged two major contributors to student anxiety about online courses. First, some students really need more one-on-one attention or assistance than others, especially those students who have trouble following directions, thinking critically, or organizing their work. Secondly, students may get confused and then feel overwhelmed by deadlines, especially when they can view all deadlines up front. Sometimes, students need reminders to divide their assignments and prioritize, concentrating on immediate needs first.
I feel that, if I ever teach a course online, I would prefer to do frequent online collaboration through both discussion boards and synchronous chats. Although I cannot stand to be videoed or hear my own voice, I would recognize the importance of being a “real person” and submit to these technologies willingly. I would make sure to be organized and ahead of schedule as much as possible, and I know it would be important to routinely and frequently reply to emails and other modes of communication from my students. I would also offer face-to-face office hours, if students were nearby, and probably group study sessions. I would also have several “visitors” go to my class website/CMS and view my layout to provide feedback on how user friendly and accessible the information is so that I may make changes prior to the semester beginning.
Student anxiety about online courses is based off of legitimate concerns, albeit concerns that can be easily overcome. Once students and educators alike can recognize methods to overcome potential obstacles, online courses can become less of a challenge and more of an enjoyable experience for everyone involved.
Works Cited
Conrad, Dianne L. “Engagement, Excitement, Anxiety, and Fear: Learners’ Experiences of Starting an Online Course.” American Journal of Distance Education. 16:4, 2002. Web. 16 July 2014.
Pearcy, Mark. “Student, Teacher, Professor: Three Perspectives On Online Education.” History Teacher 47.2 (2014): 169-185. History Reference Center. Web. 17 July 2014.
the reading and writing teacher 
One of my sources also mentioned the importance of showing personality. The author suggests using things such as emoticons to give some life to messages. I definitely feel more comfortable communicating with online instructors who develop an online personality.
I completely agree that knowing assignments in advance helps mentally prepare students to do the work, and it also helps take some of the stress away because adult learners do have busy lives. I like to know what my workload includes at least a week in advance.
Krista,
You present excellent points about students’ anxiety in an online course and what do about it, specifically the need to put a picture or face with a name. I like the example you used from your own experience that you look up the professor of an online course if he or she does not have a picture. It adds to students’ comfort level in an online or hybrid environment when students can put a face with a name. Too often, I believe, it is easy to slip away from personal greetings of introduction. Face-to-face time online, whether with a picture or screen casting technology, teachers have the tools available to them to add to students’ comfort in an online environment.
I did not like the sound of my voice either or making videos of myself. When I first used Google’s MoveNote, I was not impressed at seeing my own face, but I thought what made some of my teachers good teachers involved seeing their quirky facial expressions during instruction. I could tell if they cared about what they taught.
You also make an excellent point about the need for adult students to have a “‘safe zone.'” You demonstrate your experience as a student and professional, and the need to know ahead of time, so adult students can plan. I like having the CMS such as Blackboard, and from there I can put everything into a Google calendar. The Google calendar sends reminders for my phone, so it does cause less anxiety.
As always, it was great to read your writing!
~ Becca
Google calendar is an excellent idea! Thanks.