eLearner+behaviour

=What makes your online learners tick?=

On this page we'd like you to contribute your suggested strategies for dealing with online behaviours. Put your eLF hat on and add your contributions here //(you know the drill!LOL!)//...

Otherwise, 'nudging' the squirrel with a reminder email sounds like the most effective strategy. ||
 * **Your name** || **2 or more online behaviours** || **Your strategies for dealing with them** ||
 * Alicia || The squirrel || I like the idea of setting timeframes for completeion of activities for this behaviour and breaking the activities into mangageable chunks,making the workload more achievable. ||
 * || The mouse || encouraging feedback regularly, encouraging participation by making the activities necessary i.e., participation is part of assessment. ||
 * Cara || The rabbit || For this type of student I think that it would be important to ensure you didn't let them take over. They would be the dominant one that makes it difficult for other students to engage, as well as feel intimidated by this type of student. For learners that behave like a rabbit, I think it is important to set boundaries. For example be specific and ask for only 2 responses. You could also extend this student and give them extra tasks to research before they respond again ||
 * || The magpie || When dealing with the magpie, you have to be blunt. They have to know that is not OK to take other peoples work without acknowledgement. The online class need to know that their work is safe and that way the will feel more likely to share more ideas ||
 * Cathy || Wolf || Emails encouraging this type of student to drop by and comment again would help. Being a wolf I find that reading everyone's posts on the forums still keeps me in touch with what people are talking about. So we can't presume that a Wolf isn't learning'listening - they just aren't "involved" in the discussion. ||
 * || Kinesthetic || Most important is to make their study real and relevant. So lots of examples and practise for them to do. ||
 * Cherylee || Elephant || Encourage the enthusiam of the elephant. Utilise the elephant to be the team leader in a group project for example. ||
 * || Wolf || Email to encourage and mix up the media eg - Use visual cues to encourage participation**.**
 * eg. [[image:http://www.allemoticons.com/Avatars/thumbsup2.gif caption="..."]]great post Julie, check out the replies.** ||
 * Simone || the Stag || This student can be difficult as they can dominate, as a facilitator I would help guide them when they have contributed sufficiently to a forum so offers could offer their opinion. In the connect room I would ask to hear from others who havent yet contributed yet thank those who already have. ||
 * || the mole || With this student as a facilitator I would need to work with them to guide them into structuring their responses and ensuring they are clear as to what and why they are responding. Their "moleness" maybe due to lower literacy or technology levels than others, they might need a bit of hand holding> ||
 * Sally || Mouse || Contact the mouse privately to see if there are any issues/problems. Then gently prompt and encourage ... try to build up their confidence and draw them out. ||
 * || Magpie || Model 'acknowledging' behaviour. If the magpie's actions are obvious, call it: "Thanks Magpie for re-iterating Mouse's ideas. Did you have your own comments to add?". Private admonishment may be necessary if behaviour continues. ||
 * Judy || Rabbit || Use the rabbit to moderate a structured online forum. Rapid responses could encourage others to keep contributing. ||
 * || Mouse || May lack skills for effective online learning. A self assessment quiz, such as the one in this course, may be a good starting place to increase self confidence. A FAQ section on the home page could also show others who have done the course have had similiar questions and may increase self confidence. Make sure the learner know what is expected of them and monitior regularly to give feedback. ||
 * Helen || The Dolphin || Where the opportunity arises, assign the Dolphin a specific "role" that requires teamwork and clearly defined deliverables. This way, as a facilitator you can bring out the Dolphin's positive attributes whilst containing the playfulness. That is, if the Dolphin understands that the deliverables are mandatory, and that it's their job (in a particular exercise) to get the group to "deliver" then the good communication and playfulness of the Dolphin can be used efficiently in the group. ||
 * || The Mole || Comment positively when the Mole responds so as not to discourage, however always follow that comment with a question leading the Mole back to the relevant subject. To get the Mole to participate at appropriate times throughout a session, as a facilitator always follow a session routine. For example, state the agenda, summarise what you are going to cover, move through your topics in the order you introduced them, state what you have covered i.e re-summarise then question time. Reiterate to the Mole what the session routine is and where you are up to in the session routine and suggest the right time to address the Moles comments, like "Sure Mole, we'll cover that in topic "xyz" which is second on the list today, feel free to speak up then if your question still isn't answered . With enough repetition, the Mole behaviour can be morphed! ||
 * David || Squirrel || I think some squirrels are seasonal- not always catching up, just at certain times of year, or during harvesting, floods etc. I'd watch for the context of the students' lives in managing forums.
 * || Magpie || I'd consider being gentle with a magpie at first, emailing to remind them of the rules around stealing others' ideas without acknowledgement. The less subtle posting "oh yeah, I read that article too, magpie- where was it from again?" or "so, you agree with rabbit, huh?" might happen next. I think it would be pretty obvious when ideas are being stolen from within the forum, it would be ideas from outside where definitely make sure they knew I was aware of their pilfering of ideas ||
 * Mowgli || Wolf || I like wolves. I'm not sure they're such a bad thing, depending on how you want your course to run. I could even say that accepting a person who only contributes once a week, but contributes well, is respectful of their learning styles and lifestyle choices. (So long as they really are wolves and not squirrels or mice.) ||
 * || Mole || I can't think of anyone who'd post random, disembodied posts. I think it would be best to think about their motives- if they weren't taking it at all seriously, I'd consider contacting them to check what is going on for them, just as I would for any other student- this would also alert them to the fact that you know who they are (if your software can track such things). If they were being disruptive during a live session, I'd treat it like attention seekers in a face to face session- reinforce valuable responses, ignore or re-divert back on track when being disruptive, and have a word outside of class when others aren't watching. ||
 * Steve || Squirrel || I would set small goals for the squirrel with completion dates. I am a squirrel and because each activity doesn’t have a ‘due by date’ I will leave it until I can, or think I can. Staying in regular contact even daily might help with this type of participation. ||
 * || Mouse || The mouse needs plenty of feedback, hopefully positive, but definitely constructive. I would check the quality of their early work, paying attention not only to content but also structure and tone. Try to find a task for them to do on a regular basis. ||
 * Melinda || Bird || I would set down some ground rukles for everyone about taking turns and not taking over or hindering other students. The whistle could be a sign of lots of noise and interuptions ||
 * || Mole || Take it easy on this one. Continually monitor them and encourage them to keep going. They may need extra support but will plod along and get there in the end - with our help and understanding. ||
 * Sharon || Dolphin || Acknowledge the playfulness...there is nothing more embarrassing than being playful / having a joke and not having it acknowledged...Just like classroom delivery monitor the contribubutions to ensure playfulness is appropriate and not distracting to the group. As the dolphin has a good grasp on communication perhaps they can be asked to summarise discussion...which would bring them back to topic and address the need to be serious at times. ||
 * ` || Squirrel || I think that the distance learner using online mostly has work to deal with...their own learning is often secondary to work priorities and deadlines. It is important to ensure the learning is relevant and has a job application which will be an incentive to engage more frequently. In addition to this I think there are just some times when it is best to pick up the phone and have a chat about the issues preventing the squirrel from engaging regularly. The personal touch can often be a motivator. ||
 * Ann || Dolphin || The student who always wants to play and sometimes holds the floor or the conversation It is important not to discourage this students enthusiasm, or imput as they can create a fun learning environment. I would encourage his/her imput but at the same time making sure that they don't steel the lesson. this could be achieved by asking them to begin the discussion and asking others to add to his/ her thoughts. ||