1.3.5 Scenarios

If you suggested using a personal message or email, this is well-chosen. Personal investigation on the issue is definitely the way to start.

First of all it would be best to consider the most evident aspects of this case, like the possibility of a language barrier. There might be different views on the importance of the language skills also depending on the nature of the subject and course level. If we teach English literature, perhaps we have higher expectations. But there are fields, where the language is secondary. Nevertheless, online environments are often based on written communication. It can be an advantage for some, as they have time to think, use dictionary, check spelling etc. On the other hand, it may be a discouraging for those who do not feel confident in writing. Inexperienced online students may need an extra courage to post the first message.

Another thing that comes to mind in this case is that Michel may be “lurking”. Some people prefer to read and observe before participating actively. It may be due to lack of time, personal preference, or a lower level of engagement planned for a course (some courses let students decided on their level of participation). Perhaps trainers working with full-time professionals involved in “on-the-job courses” can relate to the problem of a shortage. But if the activity in a forum is part of the learning assessment, then the facilitator needs to encourage everybody to take part in it.

To finish, reflect on this interesting thought*: “Online silence can be richly expressive of a variety of meanings and forms. These can include reflection on what has been shared and what remains to be shared. One of the greatest advantages of text-based, asynchronous online communication is the time it allows for reflection.” Do you agree? How is it different from the case of silent students in classroom courses?

* Zembilas, M. and Vrasidas, C. (2007). Listening for Silence in Text-Based, Online Encounters. Distance Education, Vol. 28, No 1.