Encourage Constructive Class Participation

Another strategy for retaining the returning student is to encourage class participation, both face-to-face and electronically.  During traditional class discussion, solicit examples from returning students with workplace experience.  In my classes, initiating an opportunity to share and compare stories seems to reduce resistance and to curb tendencies to dominate the floor or question discussion points in a belligerent fashion; it also can boost confidence in the more quiet or reluctant returning student, particularly when peers ask good follow-up questions.  The instructor can also use class time to encourage non-experienced returning students to ask for clarification and extra assistance, whether regarding discussion points, assignment details, or computer tasks.  Naturally, this is not always easy, as no one wants to look stupid in front of the class, but (a) reassure students that other people in the class probably have the same question and (b) encourage classmates to contribute answers and assist in solving problems.

Using electronic media for communication can facilitate class participation as well.  For example, in “Reading and Writing on Computer Networks as Social Construction and Social Interaction,” Ann Hill Duin and Craig Hansen note that “networks encourage the participation of voices that may otherwise be marginalized because of race, ethnicity, gender, or other factors” (110).  Whether synchronous or asynchronous, on-line discussion can alleviate potential shyness or embarrassment at participating in class discussion.  Perceived physiological barriers such as the returning student's age are removed, and students can take more time to compose and present their thoughts, particularly between class days on a class discussion list to which they can contribute at their own pace.

Netiquette rules, however, should be established and enforced to ensure appropriate class-related posts, as the relative anonymity afforded behind the monitor may also open the door for flaming and other types of inappropriate remarks.  For example, programs such as Daedalus Interchange that allow students to use pseudonyms may foster increased participation from both hesitant students and those willing to use anonymity in counterproductive ways.  Remind students that this is not a hobby-related chat room or discussion list in which to participate with ego-driven abandon--this is a class discussion, albeit in a different medium, and they should participate with a modicum of academic courtesy.
 
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