Ecampus students have access to a number of online resources to support their academic success at OSU. Receiving guidance and feedback on their writing assignments can be helpful across courses, throughout their planning and revision process. In this post, we will share more information about the current writing resources available to students, no matter where they are located, along with resources for faculty.
OSU Writing Center
The OSU Writing Center supports any type of writing project, during any stage of the writing process. Instructors can share this resource with students, or even integrate the writing center’s support as a step to receive guidance and feedback from a consultant in coordination with a class assignment.
Online Writing Support (OWS)
According to the OWS website, both written feedback and virtual support (held over Zoom) are available to all OSU community members, including Ecampus students.
Any OSU community member can submit writing for written feedback or schedule a Zoom appointment. This includes students, faculty, staff, and alumni. However, graduate students working on dissertations, theses, IRB applications, grant applications, manuscripts, and other advanced graduate projects should connect with the Graduate Writing Center for support.
Students can choose one of the following appointment types when they submit their request online:
Consultation (50 minutes, Zoom)
Written Feedback (Replies are usually within 24 hours, Email)
The Writing Center’s website includes answers to common questions. Here are some of the responses to questions students might have about this resource:
How often can I use Online Writing Support?
You can request written feedback on up to three writing projects (or three drafts of the same project) per week. You can make Zoom appointments as often as you like. We welcome repeat writers as we enjoy being a part of your writing process. You cannot schedule an appointment more than two weeks in advance, but we invite you to work with us often.
What kind of writing can I submit for written feedback?
You can submit any kind of writing, as long as it doesn’t exceed 25 double-spaced pages (around 6,250 words). Ideally, for longer projects, you should be prepared to request several written feedback consultations, each focusing on a different section of the project.
How can I provide my instructor with confirmation that I used Online Writing Support?
All OWS consultations will receive an email confirmation after the appointment occurs or after the feedback has been sent to you—usually the next morning. If your instructor requests confirmation that you sought assistance from the OWS, you may forward or capture a screen shot of the confirmation email.
For more information about the type of support the Writing Center provides, please see their overview video below.
Academic Success Center – Writing Resources
Academic Success Workshop Series – Each term the ASC hosts a series of workshops on a variety of topics. Their remote series is available for online registration and hosted via Zoom.
For the Spring 2023 term, the workshop schedule is listed below and features a writing-focused workshop in Week 6.
The details of the workshop series, along with links to register, are available on the Remote Workshop Series website.
The Learning Corner – The learning corner provides a number of online tools, such as guides and fillable worksheets, to support students in reaching their academic goals.
Services & Programs – Supplemental Instruction (SI) is available for certain courses via Zoom, as well as academic coaching support.
A number of faculty support options are offered on the Faculty Resources page, including an optional Canvas module, PowerPoint slides, and a sample Syllabus statement. The Online Writing Support group and Academic Success Center partner with faculty to collaborate on assignments and course-specific tips for implementing writing support for their online students.
Have you implemented office hours in your online course, with few students taking advantage of that time to connect? This can often seem like a mystery, when we hear so often from Ecampus students that they desire to build deeper relationships with their instructors. Let’s dive into some of the reasons why online students may be hesitant to attend and identify a few ways we can improve this in our courses.
Who are our learners?
To help us address this question, let’s first consider who our learners are. The vast majority of Ecampus students are working adults who complete coursework in the evenings and on weekends, outside of regular business hours.
Ecampus learners reside in all 50 states and more than 60 countries. The people who enroll in Ecampus courses and programs consist of distance (off-campus) students — whose life situations make it difficult for them to attend courses on Oregon State’s Corvallis or Bend campuses — and campus-based students who may take an occasional online course due to a schedule conflict or preference for online learning. Here is a student demographic breakdown for the 2021-22 academic year: Approximately 26% of OSU distance students live in Oregon. The average age of OSU distance students is 31.
Considering this data about our online population, along with qualitative survey data and insights from our student success team, we can also deduce some additional factors. Our students are:
Working professionals, balancing family and personal commitments
Concerned about time
Often feel stressed and overwhelmed
Seeking flexibility and understanding
Located in a variety of time zones, with mixed schedules
From a number of cultural backgrounds and perspectives
Looking to identify the value of tasks/assignments and seeking how their education will benefit them personally
May experience self-doubt, imposter syndrome, or hesitancy around their ability to successfully complete their program
Identifying the barriers
Now that we have a better understanding of our online learners and some of the challenges they face, let’s consider how they approach office hours. The slide below, shared at a TOPS faculty workshop in 2020, outlines some of the self-reported reasons that students may not be engaging in support sessions or reaching out for help.
Students may have the connotation that office hours are for ‘certain types of concerns’ and not see it as a time to connect with their instructor on other areas of interest (i.e. graduate school, career planning, letters of recommendation, etc.) They may also see it as a sign of weakness or fault, rather than a strength for being able to utilize that time to build a relationship or increase their learning. Students may have also had past experiences, at OSU or elsewhere, that have formed an understanding of what office hours entail and what is allowed at these meetings.
In the Ecampus Annual Survey (2020), when asked about faculty behavior that made them feel comfortable attending office hours, students shared that instructor friendliness, promptly answering student questions, providing accessible and flexible office hour options, and demonstrating strong communication throughout the course were specifically helpful in encouraging use of office hours. (Ecampus Annual Student Survey)
Those who had not taken advantage of office hours shared reasons that generally fell into four categories:
Office hours conflicted with life and were not accessible to them
The student had not yet needed to use office hours
Using other forms of communication to ask for help
Lack of awareness of if or when office hours were offered
Rename and reframe ‘office hours’
To help students identify the purpose of your Office Hours time, and to make it a little less intimidating, you might consider renaming these hours. Some ideas include Student Hours, Homework Help, Ask Me Anything Hours, Virtual Coffee Chat, etc. Some instructors separate times for course related questions from times that are more for connection and talking about outside topics such as current industry news, future planning, etc.
It’s important to be clear with students what they can discuss with you at these times, and to also encourage their participation and welcome it. You could do this by choosing intentional wording in the way you share your hours, and also sending reminders by announcement or direct message.
To help make your hours accessible to a variety of students, you might consider offering a number of different times throughout the term, staggering when those are available (i.e. morning, lunch, evening, or a weekend day). You can also offer the option to request office hours by appointment.
Another strategy would be to survey your students at the beginning of the term to see when the best times are for the majority of the class. You could also leverage this survey to ask about topics of interest or to see if they have any concerns or questions starting off the term.
Consider the tools
For synchronous virtual meetings, we would recommend using Zoom as most OSU students are comfortable with this tool, and everyone has free access to it. Zoom links can be shared, and also integrated into your Canvas course using the tool in the Canvas menu. For asynchronous questions, you might create a Q&A forum for each week or module of the course (and subscribe to ensure timely notification). If you are using Canvas messaging, we recommend outlining that in your communication plan so that students know the best way to reach you.
Some instructors have also experimented with outside tools, such as Gather. Gather is a platform for building digital spaces for teams to connect at a distance. It is free to use for spaces that allow up to 25 users at once. You can chat, enable your mic and camera for audio/video interactions, and create specific areas for small group conversations.
Demonstrate care and community
One of the best strategies for encouraging students to utilize your meeting hours or to reach out for help in other ways, is to demonstrate care throughout your course. This can be done by using welcome and inclusive language in your Syllabus and written course content, having a warm and friendly tone in your media (i.e. recorded lectures and videos), and reaching out proactively to students who may be low in participation or struggling academically.
Office Hours for Online Courses – This guide was created by our Ecampus Faculty Support team, and provides a great overview for best practices and implementation.
Office Hours Explainer – This PDF was designed by OSU’s Academic Success Center, as a student-facing resource on Office Hours. It explains the variety of topics available, steps to take, and preparation for the student. There is a specific section about online courses, but the majority of the guide is applicable to Ecampus students.
Effective Office Hours – This faculty guide, created by the Center for Academic Innovation at the University of Michigan, offers some ideas for how to leverage virtual office hours, including specific strategies from an instructional perspective.
As a new term begins, we are often thinking about the logistics of our courses, the Syllabus and course schedule, and ensuring everything is working properly. For our students, these early weeks set the tone for what they might expect from their courses and from their instructors. Your first announcement, the language and tone in the Syllabus, how you greet incoming students – these small actions all help to create a welcoming environment for your course. When students feel included in a positive course climate, they are more motivated and engaged in learning.
In the weeks ahead, some students will likely reach out to you with concerns or information about major events going on in their lives. Faculty are often the first to hear of health issues, death in the family, deployment, financial matters, and a variety of mental health concerns and needs. In prior surveys, Ecampus students have shared that the most important relationship in their college career is with their instructor(s), rated higher than their advisors or other student support professionals around campus. When life happens, you are often the first person a student thinks to reach out to for support and direction. Last year, Ecampus put forth the Online Teaching Principles, derived from research-based best practices. The principle “Reach Out and Refer” directly relates to what we can do when our students need some additional support.
When students reach out, your care, concern for their well-being, and support is sometimes enough to help the student. That may look like an assignment extension, acknowledgement of their circumstances, setting up a time to speak, or a variety of other measures. At other times, there are situations when making a referral to the appropriate resource or department is the best course of action. In these instances, it is important to remain calm and formulate a plan.
There are situations when making a referral is the best option for both you and the student. For example:
You know that you can’t handle the request or the behavior. There are limits to the kinds of help a faculty or staff member can provide.
You believe that personality differences will interfere with your ability to help.
You know the student personally and believe that you could not be objective.
You feel overwhelmed, pressed for time, or stressed.
The student acknowledges a problem but is reluctant to discuss it with you.
After working with the student for some time, you realize that you don’t know how to proceed.
The student’s problems are better handled through services such as CAPS, Financial Aid, the Registrar’s Office, Affirmative Action, or Legal Advising.
How to Make a Referral
Some people accept a referral for professional help more easily than others do. Here are some tips for making a successful referral.
Let the student know that it is not necessary to know exactly what is wrong in order to seek assistance.
Assure the student that seeking help does not necessarily mean that their problems are unusual or extremely serious.
Be frank with students about your own limits of time, energy, training, objectivity, and willingness to help.
If appropriate, suggest that the student consider talking with family members, friends, clergy, community agencies, and campus offices.
CAPS provides consultations to faculty and staff who have urgent concerns about a student. If you have an immediate need, please call 541-737-2131. Phone counselors are available after hours. If you or a person of concern are experiencing an emergency, please call 911 off campus or 541-737-7000 on campus.
The Student Care Team has compiled a chart (pictured below) of Resources For Consultation and Referral for AY 22 that can be referenced via their Box folder.
Resources for instructors
There are a wide variety of concerns that a student may bring to you. It can be time-consuming to identify the available resources and get students to the right area. There are a few main webpages you can bookmark that outline the resources available to our Ecampus students.
Student Resources For Ecampus Students – This page on the Ecampus website maintains a comprehensive list of all resources available to Ecampus students. It includes academic resources, emergency food and housing, disability access services, mental health, technical support, and more. This is a great page to bookmark and/or print the PDF version that is linked at the bottom of the webpage.
Student Care Team – This Box folder contains resources for faculty including a referral and consultation chart and tips for working with distressed students.
In Crisis Support For Students (CAPS) – 24/7 support for students in crisis. Includes contact information for CAPS, Suicide & Crisis Lifeline, and more.
Ecampus Student Services – If your student is not in crisis, but you are unsure where to start, directing them to our student services representatives is a great option. They assist students with navigating OSU resources and are the first point of contact for student inquiries. Phone:800-667-1465 (select option 1) or Email:email@example.com.
Ecampus Student Success Coaching – If you feel that your student(s) could benefit from individualized, strengths-based academic counseling, you can refer them to the success coaching team. This group works with all undergraduate Ecampus students.
Since the first post in the series appeared a few months ago, we have received plenty of feedback from other instructors who are actively engaged in online education. Some of the stories shared by them reiterate the points we discussed, and others included tips and techniques that have worked particularly well for them. Almost all of them agreed that teaching well online remains a challenging task.
“I love the notes on proactive student support … especially the notes on checking in with those who are behind. Sometimes all they need is a little empathy!”
Vic Matta, Associate Professor, College of Business, Ohio University
“I regularly incorporate each of these in my relationships with my students, to include weekly zoom “what’s up” meetings with my students. I check in on them if they’re behind on assignments…Yes, it takes effort; but my mission is to help these students find the greatness within themselves to succeed.”
Continuing from the first post, Part II will revolve around six specific practices that I have found particularly helpful for online teaching and learning.
Practice 1: Adopt a variety of communication methods
I provide assignment instructions and guidance using a variety of communication methods including texts, diagrams, images, and short video clips. I have learned that instructions with screenshots and videos tend to be better in explaining complicated procedures than text alone.
Video Tutorial Example: Creating a random sample using XLSTAT
Practice 2: Create a Q&A Discussion Board
I have a separate discussion on Canvas for students to address issues with the class in general (content questions, technical issues, deadlines). Instead of emailing the instructor regarding issues other students may also have questions about, students are encouraged to use this forum so that all can benefit from the questions and answers. I usually wait for a few hours for students to answer each other’s questions first before I provide mine.
When students email me questions that are a good fit for the Q&A Discussion Board, I’d respond through email first and then recommend the students submit the questions to the discussion board so that other students can learn from the questions and answers. This discussion board also creates an inviting and engaging learning environment for the students who don’t get to meet their classmates in a face-to-face setting.
Practice 3: Estimate the amount of time taken for each assignment
I was skeptical of this at first as the time taken would vary drastically for each individual. However, student feedback indicates that estimated times helped them plan for the week and set aside an appropriate amount of time. We don’t need to worry too much about making the estimates accurate for everyone as students will automatically adjust given their own work styles. A workload calculator that I have found helpful is developed by the Center for Advancement of Teaching at Wake Forest University, called the Workload Estimator 2.0.
This practice is obvious, but difficult to do when one is teaching multiple sessions with hundreds of students. For online classes, timely replies make students feel as though they are taking an in-person class with all of the built-in support and resources. I understand that we all have different teaching priorities and schedules, however, it all comes down to figuring out how to most efficiently organize our days so that we can be available to students.
Setting aside a couple of times a day for handling emails has worked quite well for me, e.g., the first thing in the morning, after noon, and before the end of the day. I try my best to respond to students’ emails within 24 hours and check my mailbox at least once every day on the weekends.
The timely replies in discussions were super helpful. It really felt as though I took this in person with all of the built-in help and support.
Practice 5: Synchronize assignments with Canvas calendar
I have also synced all assignments and my office hours (renamed as Ask Me Anything Hours) on Canvas so that there are office hours available around when assignments are due. This proves to be incredibly convenient and useful for both students and instructors.
Practice 6: Reorganize course content
Here are several Canvas LMS tips that have helped in organizing the course content and saved my time. I try to organize everything in modules. Under each module, all items are split into two main components: resources and to-do lists, so students know exactly what assignments they would need to complete for each module. I also adopt a fixed set of systems for titling Canvas items. Items within modules are indented to help with organization.
Weekly agenda and announcements are also hyperlinked to guide students with the course navigation. I could not emphasize enough how much I value the internal messaging in the Canvas grade book that was briefly discussed in my previous post. This feature allows instructors to message students who haven’t submitted yet or who scored less than a certain point. Definitely a slick way to send quick emails to a target group.
Recently, I have been experimenting with a range of visual cues (e.g., emojis) to categorize course content. An example is provided below.
This blog post is an Instructor Spotlight authored by Xiaohui Chang. Xiaohui is an Associate Professor of Business Analytics in the College of Business.
Teaching an online course can feel like a solitary experience, and it can be isolating for students as well. Don’t we all wish we could get to know our students better? In this post, I’ll share some of my teaching practices that help me connect, support, and engage our online students.
First, a little background about my teaching, especially online teaching. I have been heavily involved in undergraduate and graduate teaching since 2014 and have taught more than 2000 students (2047 to be exact) under a variety of teaching modalities including traditional face-to-face classes, online courses with Ecampus, synchronous class sessions due to COVID-19. The courses I teach are mostly quantitative, including business statistics and business analytics. Since my first online class in Summer 2017, I have delivered 8 online classes with 347 students in total. Besides my extensive online teaching experience, I have attended many workshops to improve my skills, had numerous productive conversations with colleagues and Ecampus instructional designers, and acquired knowledge in theory and practice from books and websites. Most importantly in the past several years after developing the tricks and practices described below, I have put them to the test in my online classes.
Most of my practices revolve around one key idea: provide proactive support to students, which is also advocated by Ecampus in their Online Teaching Principles. The two principles that touch on this type of proactive support are (1) Reach out and (2) Refer and Cultivate Inclusion.
What does this look like in action? In this post, I will share some examples of how I apply these principles to demonstrate care, connect with students, and proactively support those that may be struggling. My hope is that other instructors will find methods that resonate and work for your students as well.
Employ Empathy Statements in Email and Other Communications
Empathetic emails and other communications are essential in establishing supportive interactions with students but they don’t get the amount of attention and effort that they truly deserve. First of all, emails are undoubtedly the most popular tool used by students to connect with faculty. On a 5-point Likert-type (1=never, 2=sometimes, 3=about half the time, 4=most of the time, 5=always), emails are rated 3.53 which is the highest among all tools used. Online instructors spend hours responding to student emails every day. I receive an email like the following anywhere between once a week to a few times each week.
“I am sorry for reaching you so late … I just realized this issue now with all of my classes. I might have been distracted by … at the moment, causing me to lose certain grades, but I am trying to be more attentive moving forward … Is there any way I could still get points for my missing assignments? Thank you for your understanding, and I’m sorry again for the trouble.”
Quote from student email
In face-to-face interactions, I try to be straightforward. My natural response to an email like this would simply be a description of the student’s missed assignments and a discussion of the late penalty policy in this course. After drafting a response email, I try to pause for a while, re-read the student’s email, and try to put myself in their shoes.
After teaching at OSU for a few years, I noticed that many of our students are shouldering multiple roles and responsibilities while attending school full time. According to the 2020 OSU survey collected from a total of 1,190 students, close to 47% of the students are working full time, 20% are working part-time, and 29% are caregivers to a child or a family member. A few of my students have been serving in Afghanistan while taking my online classes. Students’ commitments outside of class increased even more during this unprecedented COVID era. I doubt I would do a better job than my students who are wearing multiple hats in staying focused in all of these courses and keeping track of tens of due dates every week. I strongly believe that getting into an empathetic mindset not only helps me relate to them, listen to their stories, and feel their frustration, but also makes students feel that they are not just another number. In my final response to the aforementioned email, I start my reply with a paragraph like the following and discuss the missed assignments and late penalties in the second paragraph.
“Sorry to hear that you’ve been distracted by …. I understand that it can get quite difficult to stay on top of everything at the moment. Please don’t hesitate to reach out to me or the Ecampus academic and student support services if we can be of any help to you. We are here to support all of our students to succeed.”
Instructor email response
This additional paragraph takes very little time to write but carries a long way to foster a supportive online learning environment. Some of my students shared this feedback in my teaching evaluations.
“For someone that is off-campus, this was a great feeling that I wasn’t just another student, I almost felt as if I was her only student, that’s what that little note meant.”
Quote from student evaluation
I highly recommend all online instructors to consider using empathy statements in their emails and other communications with their students. They mean more to your students than you believe. You can find more information about empathy in online instruction via Michelle Pacansky-Brock’s Humanizing Infographic and in the Humanizing Online Learning blog post by Tianhong Shi.
Restructure Office Hours – “Ask Me Anything Hours”
Research studies have shown that high-quality student-faculty interactions are linked with many benefits ranging from academic success to student retention (Kuh et al. 2010, Tinto 1997).
For online classes, besides email messages, virtual office hours are another useful way to engage student and faculty interactions. Nevertheless, in the 2020 OSU Survey, when asked which tools they use to communicate with faculty, the average score for emails was 3.53, compared to a mere 1.59 for virtual office hours. Smith et al. (2017) recommends that faculty and higher education institutions “make it explicit what students might get out of office hours”, “create nurturing classroom environments by promoting friendly and dedicate attitudes toward teaching among faculty,” and “openly and proactively promote office hours.” Because many online students are not aware of the purpose of office hours, following the suggestions from my colleague, Dr. Jason Stornelli, I have renamed all my office hours to “Ask Me Anything Hours” to make the sessions informative and inviting. I have also tried to proactively promote these sessions through Canvas announcements, groups emails, and one-on-one emails. The student attendance rate has gone up since then. This further cultivates a supportive and welcoming environment for the students, inciting responses such as the following:
I never got to take advantage of the office hours, but I’ve never had an online instructor who encouraged visiting them so much, which felt very inviting. I always felt like I had a voice and was cared about.
Quote from student evaluation
Provide Constructive and Personal Feedback for Students to Reflect and Improve Upon
Many of my students also appreciate the personal feedback they received after the exams and some important assignments. Modern technologies including grading rubric and speed graders in Canvas have expedited grading significantly, but may limit the personal and constructive feedback from the instructors. For online classes, personal feedback is particularly important because it provides learners with valuable feedback in which to inform, reflect, and adjust their learning. In my classes, I first organize all exam questions according to their modules. After students complete the exam, I go through every student’s exam and identify their individual points of weakness, i.e., the modules and the types of questions that they would need to improve upon. I also offer an extra credit assignment for students to make up some lost points from the exams; this will not change students’ grades substantially but offers an opportunity and an incentive for students to practice and learn from their mistakes.
I have never had a teacher email me personal feedback about one of my midterms. I went over the modules you said I should work on, and it really helped me on the final. The extra practice problems were very useful in not only raising my grades but also grasping the subject better.
Quote from student evaluation
Periodically Check in with Students Who Are Behind
Checking in with students who may be struggling in the class throughout the term plays a critical role in supporting our students. This has been made easier than ever by Canvas LMS. Under the Canvas gradebook, for each assignment, we can email those students who failed to submit an assignment or scored less than a specific score. For online classes with many assignments due every week, it becomes challenging to keep track of all the due dates even with the assistance of automatic to-do reminders from Canvas. In my emails, I also encourage students who are falling behind to seek assistance either from me, our Teaching Assistant, a private tutor, or TutorMe, which is an online tutoring platform for currently enrolled OSU Ecampus students, and connects them with live tutors in under 30 seconds and 24/7. Sometimes students are not aware or just forget about the many assistance and resources offered in this class.
Online students often feel invisible and insignificant. They need to be seen and valued by instructors. Many of the practices outlined above can be easily done and are essential in fostering a supportive learning culture and ensuring the success of students. I hope you try out some of these practices in your online classes and find at least one of them helpful for you and your students.
Feel free to contact me at Xiaohui.Chang@oregonstate.edu as I am always eager to hear your feedback and suggestions. Let us connect with and support each other in this online teaching journey as much as we do with our students.