In an online course, the way you write becomes a proxy for what kind of a teacher you are. What does your writing style communicate to your students?
Take a look at the following responses to an online student’s question:
Student: For the paper assignment, it says that we’re supposed to write about two sources that we read in class, but I was wondering if it would be OK for me to choose a reading that we haven’t covered yet. It really fits with what I’m doing for work. Thank you!
Prof A: Yes. No problem.
Student: For the paper assignment, it says that we’re supposed to write about two sources that we read in class, but I was wondering if it would be OK for me to choose a reading that we haven’t covered yet. It really fits with what I’m doing for work. Thank you!
Prof B: Thanks for getting in touch! It’s fine for you to write about an article that we haven’t talked about yet, although it might be more difficult since we haven’t yet discussed it in class. I’m glad to hear that you’re finding readings that are relevant to your work. We’d love to hear from you when we get to that point in the semester!
Which of these professors do you think care the most about their students’ learning?
The answer might be both. But the tone of the writing conveys very different messages to students.
Which of these professors do you think care the most about their students’ learning?
Writing Style Matters
While both professors answer the student’s question so that she can complete her assignment, Prof B validates the question, expresses enthusiasm for the student’s learning, and solicits more engagement from the student.
Researchers call this “instructor presence,” the sense that an instructor in an online course is there and cares about student learning. Instructor presence can combat the feelings of isolation that online students often experience and can lead to greater student satisfaction, retention and learning.
For your online students—especially those who are not there in real time over web conference—much of your communication is through writing. So your “presence” in many ways depends on your writing style. This written presence is especially important in classes that have both in-person and online students so that you can combat the concern that the in-person students are the “real” students and those online are secondary.
Create Your Teaching Voice
You have probably honed a persona that you step into when you teach in the classroom. Are you serious? Encouraging? Strict? Light hearted? What kind of impression do you cultivate?
Now think about your writing. Does it capture this persona?
As you craft your written teaching voice, think about:
How Formal Are You?
- What's your vocabulary like when you speak?
- Do you use colloquialisms? Contractions?
How Excitable Are You?
- Is your tone effusive?
- Will you use exclamation marks?
How Encouraging Are You?
- Do you actively encourage student performance?
- Do you make overt efforts towards inclusion and solicit feedback from students?
How Polite Are You?
- Do you thank students for asking questions?
There are no right or wrong answers to these questions (although a little encouragement goes a long way!), but thinking through them can help you develop an intentional voice that matches your in-class persona.
Use Your Voice
Once you've developed your teaching voice, use it for all communications with students:
- the text of the course
- announcements that you make
- responses to questions on the Q&A board
Your writing style becomes a proxy for you, so make the most of it!