Managing "Virtual Hallway" Informal Class Conferences


CSI Staff
Staff Writer
Center for Support of Instruction
Published: 0 2003

Category: » Online-pedagogy » Classroom-communication

Examples are from Professors George Nixon and Mike Sweeney

In hallways outside face-to-face classes, instructors often find themselves surrounded by students before or after class or during breaks. The relatively informal interaction that takes place satisfies important informational and emotional needs for all involved. Online instructors may discover similar rewards in creating "virtual hallways" -- "cyber cafe," "class lounge," and/or "Q&A" conferences -- that extend the communication of their content-based conferences into more informal and personal realms.

Informal online conferences...

  • Deal efficiently with "administrivia," since questions about books or assignment requirements are answered publicly by the first readers who know the answers, thus potentially providing a faster response time to students while (nearly!) eliminating for the instructor a entire category of email traffic.
  • Support students in continuous learning, synthesis of concepts, & personal connection to materials via unstructured forums for ongoing discussion.
  • Promote a sense of community among class members, by fostering mutual assistance and unrequired contribution that help to alleviate feelings of isolation or stress in the online learning environment -- as well as adding a bit of fun.

The following examples shared by two Graduate School faculty members provide ideas on how to successfully structure and manage a "virtual hallway" conference to keep it animated, interactive, and supportive of students all semester:

  1. The Student Union and Qs & As (Raise Your Hand) illustrate George Nixon's management of two distinct informal conferences.
  2. Sweeney's Coffee Bar and Pub illustrates Mike Sweeney's management of a single "catch-all" informal conference.

Common principles shared by Drs. Sweeney and Nixon in managing their "virtual hallway" type conferences include the following:

  • Stay active in the conferences throughout the semester:
    • instructor's posts number ~1/2 to 1/5 of total posts
    • the instructor posts answers/comments within 24-48 hours of student posts
  • Be first to post in the conferences to provide examples, clarify expectations, and start the ball rolling.
  • Gently remind students to remain respectful, even though the informal areas are open-format.
  • Demonstrate active "listening" by responding to students with clear, personal, and unique comments.
  • Maintain a light tone, using humor, photos, etc. Participation here is ungraded.
  • Keep these conferences at the top of the conference index for easy access.

Personal style is also a vital characteristic of successful "virtual hallway" conferences, as illustrated below by some of the unique characteristics of Dr. Nixon's and Dr. Sweeney's conferences. The tone of these types of conferences may be more or less informal, depending on the individual instructor.

1. George Nixon (OMBA)
The Student Union,Qs & As (Raise Your Hand)

George Nixon addresses procedural questions in one informal conference and provides a class community for informal interaction in the other, taking care to clarify the distinctions between the two.

Dr. Nixon guides and models respectful involvement in his two conferences:

  • His policy notes clearly specify the  purposes of each conference, what's included, what's not; they also help to set the tone.
    • In the Qs & As policy note, the text is business-like and provides brief but specific examples of questions.
    • In the Student Union policy note, the text is more casual and personal, the tone designed to put students at ease and start the conversation. 
      • He begins by identifying and connecting with his students:
      • He prompts with questions, "Any jokes you'd like to tell?" "Any advice to give others in the program?"
  • His initial topics further illustrate the purpose of the conference and invite student interaction and participation.
    • The three initial topics he has provided in the two conferences reinforce the tone and content parameters of each conference and the distinctions between them.
  • He turns the conferences over to the students to take the lead after posting his initial topic(s). They then create all the main topics, and his role becomes that of responder and interested commentator.
  • He promptly (within 24 hours) responds to the topics in both conferences, thereby avoiding email follow-up by frustrated students and encouraging them to continue to contribute.

    Prompt responses also demonstrate his respect for and interest in the students.

2. Mike Sweeney (ACCT611, ADMN630)
Sweeney's Coffee Bar & Pub

Mike Sweeney addresses administrative- class housekeeping as well as whimsical and substantive issues in a single conference that maintains a light and friendly tone.

Dr. Sweeney draws students into "Sweeney's" in a variety of ways:

  • He actively points students there: 
    • Early class announcements tell students to visit Sweeney's for specific purposes such as to introduce themselves or learn how to order the Wall Street Journal.
    • His answers to student emails that ask questions of general interest suggest the questions be shared in Sweeney's.
    • He reminds students in occasional announcements, "If you have problems or questions, stop by Sweeney's," or "When done with your midterm, pop into Sweeney's and wake up the bartender." 
  • The housekeeping topics are of time-tested interest to students. They answer typical student concerns in clearly titled topics. (AND these topics are reusable!) 
  • Housekeeping topics aim to catch students' attention with humor, as does the "quiz" in the topic, "Email vs. Conferences"
  • Topics are created periodically just for fun that help class members make connections and see each other as individuals without being too personal:
    • "Your Workspace" asks where students do WebTycho work.
    • "Athlete's Annex" asks them whether/how they exercise.
    • "Kar Korner" asks about the cars they drive/have ridden in.
  • Participation is rewarded
    • A "free beverage of choice" may be awarded to the best or most unusual answer to fun topics.
    • Information shared by students is referenced to personalize later responses to them. 
  • Personal opinions, activities, and events are shared and invited

 

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