10 Part F: Humanizing Communication and Office Hours
“One time my prof sent me an email when I did really well on a midterm. I didn’t know that they would notice.” – Fourth-year science student
A humanized course will offer frequent and meaningful opportunities for instructor-student communication, as well as interaction between students themselves. According to Swan et al.[1], three factors of online course design which can significantly influence the success of the course are: consistency in course design, contact with course instructors, and active discussion. Humanizing Mohawk College: Learning Spaces represents learning as being divisible into four “spaces”: campfires (lectures and direct instruction), watering holes (conversational spaces between students and instructors, or between students and other students), caves (spaces where ideas are developed and explored alone), and the mountain top (where lessons from education are applied to external life). Thinking about teaching and learning in these ways allows the syllabus to present opportunities for many different types of learning: instructor to student, students in groups, students independently, students in outside environments, and more. This emphasis on communication, discussion, and diverse learning experiences will help to build relationships, which in turn encourages effective learning.
In practice, this can look like:
- Offer different kinds (drop-in vs booked appointment) and modes (online, in-person, walking) of office hours.
- As an instructor, reflect on your approachability and making adjustments to compensate. If you are less likely to be approached by students in person, make arrangements to be more available by email.
- Playfulness is important—when students want to share something that is playful, it’s important to build on it, not ignore it. Course interactions may be treated like improv, where you pick up what the last comment was.
- Email students who do very well and who do very poorly. In both messages, highlight how feedback is actionable going forward. For those who underperform, provide a R&R opportunity.
- Having a course ”Team” (or some other collaborative space- MS Teams is probably the one that is institutionally supported) can act as a “digital watering hole” or just “digital hallway/lounge” where people can communicate with each other and the instructor in a less formal space than an email or office hour. A lot of logistical communications can happen here, in a less stressful place.
- Survey students to find out what dates/ times they prefer for office hours, and then cycle through different variations in the term to have the broadest reach to as many students as possible.
- Taking time at the beginning of the class session to address any questions or concerns makes your responses and information available to more students.
- Holding group office hours can be helpful for students who might be intimidated to show up one-on-one.
- Hold office hours in a public space on campus.
- Holding virtual group office hours might be more accessible to students and can be recorded as long as students are aware and give their consent. If a recording is not possible, share abbreviated notes with the class about common questions or concerns. You can also update your class at your next session with this information.
- Consider asynchronous office hours using the course discussion board.
- Model respectful communication for your students by carefully listening to and engaging their contributions.
- Create the conditions in the classroom for intent listening and dialogue. Take time to discuss what to do when a comment is offensive, or creates discomfort. How will the group work through this without turning away from the knowledge and deepen the conversation.
“Interestingly, I feel that online learning has made my professors more accessible to me. With in person learning, I was never able to join the line of few students who would stay and chat with the professor after lecture ended. I always had a class to be at in the next 10 minutes or was being picked up to go home. I also found it hard to talk to my professors in person in front of others, or even alone, which at times was uncomfortable. I also felt guilty for making them go out of their way to meet me somewhere or thought about how they could’ve had lunch or taken a break during that time. With Zoom office hours, I did not have to worry about these things. The prof was also as accessible to me (a shy student) as they were to those type of students that sit in the front of the lecture hall. The possibility for favouritism then seemed slim.” – Anonymous
“As a graduate student, I do not have my own office space where I can host meetings with students. However, during each lab session that I TA, I always tell the students that we can coordinate a meeting in person or online if they want to. I always provide my email and ensure students know they are welcome to email me.” – Anonymous
- Swan, K., Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Maher, G. (2000). Building Knowledge Building Communities: Consistency, Contact and Communication in the Virtual Classroom. Journal of Educational Computing Research, 23(4), 359-383. https://doi.org/10.2190/W4G6-HY52-57P1-PPNE. ↵