How can facilitators in online-only environments build meaningful,
personal relationships with students? How can online instructors
identify struggling students when "reading" eye contact and body
language aren't options?
I've taken A LOT of online courses throughout my life. The one thing I've always hated is I never feel like I have made a relationship with the instructor. The one thing I've always loved is I can do things at my own pace, I don't have to sit in one spot for a long period of time, etc. That being said, I have had some really great instructors for online classes.
I think in an online environment it is a necessity to build some sort of "one-on-one" relationship. Sure, face-to-face or voice-to-voice communication is nice, but I don't think it's necessary. There always has to be a way for the instructor and student to communicate one-on-one and email is great for that. When this type of "meaningful" communication is taking place, the instructor can loosen up the tone somewhat. Speak through the email in an "everyday" sort of tone...relaxed if you will. The same applies to the student, he/she shouldn't feel like he/she has to be all business and professional in an email correspondence with simple questions. It's important for students to know that their instructors are in fact human and are not void of emotion.
The above being said, online communication has to be treated much differently that face-to-face or voice-to-voice. The context or tone intended can be completely lost when communicating via typed or written words only. I know some people hate the "text talk" like "LOL" or "SMH", but those simple inclusions convey to someone that they are being silly with their words or that they are "shaking my head" in sarcasm. You catch the drift. There is a language of communication that allows for a meaningful relationship between instructor and student.
As for identifying when students are "struggling". I would approach this the same way I do in my classroom. I ask. I ask via short reflection questions. The students get a small value completion grade, but that makes it worth their time. The questions are both specific and open-ended. I have learned a TON about some of my students this way. A very similar technique could be used in an online classroom. Have weekly reflections for the students. The big key to this technique working is THE INSTRUCTOR HAS TO ACTUALLY READ THEM AND ACT! I write comments back to my students all the time. They sometimes laugh at what I've written, but at least they know I read their reflection and hopefully that shows them that I do genuinely have an interest in their success in my class.
