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Moderating Inappropriate Classroom Postings (Netiquette)

Moderating Inappropriate Classroom Postings (Netiquette). David Yates and Terry Werstlein Instructional Design EDT 721 July 23, 2010. Netiquette. What is netiquette? The word netiquette is a combinations of two words: Internet and etiquette Why is netiquette important in the classroom

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Moderating Inappropriate Classroom Postings (Netiquette)

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  1. Moderating Inappropriate Classroom Postings(Netiquette) David Yates and Terry Werstlein Instructional Design EDT 721 July 23, 2010

  2. Netiquette • What is netiquette? • The word netiquette is a combinations of two words: Internet and etiquette • Why is netiquette important in the classroom • The use of ‘netiquette’ sets the tone in the classroom to conduct professional communications between teacher and students • The use of ‘netiquette’ guidelines sets clear expectations of behavior between participants to avoid misunderstanding

  3. Netiquette Basics • The same rules that apply to face-to-face classes need to be observed for online classes. • Teachers need to set the boundaries of acceptable classroom behavior • The use of proper etiquette may change depending on the context, the people and the activities at the time of the discussion • Classroom communications are solely by the written word. Body and verbal clues cannot be seen or heard

  4. Netiquette Basics (cont) • Discussions should be clear and to the point • Create a friendly, positive learning setting • Use a professional tone in all writings • Harassment and offensive behavior are not acceptable of other peoples comments • Be respectful and calm when refocusing a discussion

  5. Simple Steps to Observe • Consider that students will be of diverse backgrounds, race, ethnicity, and location • Maintain a professional level of interaction and be respectful of other participants • You may always agree with what is said, but you must be respectful of the sender • If you find you disagree with a statement, state the issues(s) clearly and in a controlled manner • Keep the discussion centered on the current message

  6. Simple Steps to Observe (cont) • Create collaborative learning environment • Be aware of student’s knowledge of material

  7. When Things Go Wrong! • Teachers role: • Questioning • Listening • Responding • Have clear guidelines published as part of the course structure • Poor online behavior should not be treated differently than face-to-face behavior • Communicate one-on-one with the offending person

  8. When Things Go Wrong! (cont) • Personality of offender • Does not know how to act online • Lack of online skills • Laziness • Selfishness • Individual isolation • Lack of accountability for actions • Be aware of ‘deindividuation’ • Lack of social awareness

  9. Summary Set guidelines and expectations for online communications Teachers needs to set boundaries for acceptable behavior Keep a professional tone at all times Be respectful and calm when refocusing a discussion Question, Listen, and Respond to online issues Address inappropriate issues quickly Communicate one-on-one with the offender

  10. References Davis, J. (2002). Understanding and decreasing aversive behavior in online social contexts. AAAI Technical Report FS-02-02. Retrieved from http://www.aaai.org/Papers/Symposia/Fall/2002/FS-02-02/FS02-02-004.pdf Davis, J., & Farnham, S. (2002). Decreasing online ‘bad’ behavior. IN: Extended Abstracts of CHI 2002, pp. 718-719. New York, NY: ACM Press. Mandernach, B., Gonzales, R., & Garrett, A. (2006, October). An examination of online instructor presence via threaded discussion participation. MERLOT Journal of Online Learning and Teaching, 2(4). Retrieved from http://jolt.merlot.org/vol2no4/mandernach.htm. Mintu-Wimsatt, Al., Kernek, C., & Lozada, H. (2010, March). Netiquette: Make it part of your syllabus. MERLOT Journal of Online Learning and Teaching, 6(1), 264-267. Retrieved from http://jolt.merlot.org/vol6no1/mintu-wimsatt_0310.htm.

  11. References (cont) Online Etiquette. (nd). Brave new electronic world. Retrieved from http://online.uwc.edu/technology/onletiquette.asp. Stewart, C., Bachman, C., & Babb, S. (2009, September). Replacing professor monologues with online dialogues: A constructivist approach to online course template design. MERLOT Journal of Online Learning and Teaching, 5(3). Retrieved from http://jolt.merlot.org/vol5no3/stewart_0909.htm. Wise, K., Hamman, B., & Thorson, K. (2006). Moderation, response rate, and message interactivity: Features of online communities and their effects on intent to participate. Journal of Computer-Mediated Communication, 12(1). Retrieved from http://jcmc.indiana.edu/vol12/issue1/wise.html.

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