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Students Who Make Excuses Tough Problems: Difficult Students Doug Barrett Christia Brown Angela Griffin AndreaWarner-Czyz Our group covered the "tough topic" of difficult students, which includes a diverse population of students that pose a problem of some sort. 1. 2. 3. 4. Case Study: Bob shows up to class every day on time, and is apparently intelligent and well-versed in the scientific background of the class. Solutions: The common thread running through the literature about disgruntled, unhappy, angry students is this: communication. But communication, through the use of journals, minute papers, and other student writings can give you a clue as to the cause of the student's anger. But there are solutions. A more systematic approach is taken by Downs (1992), who proposes several "steps towards harmony" for dealing with angry and oppositional students. McKeachie (1999) offers some more alternatives. Of course, preventative measures are preferable to reactive, after-the-fact solutions.

The Core Rules of Netiquette -- Excerpted from Netiquette by Virginia Shea -- The Core Rules of Netiquette are excerpted from the book Netiquette by Virginia Shea. Click on each rule for elaboration. Introduction Rule 1: Remember the Human Rule 2: Adhere to the same standards of behavior online that you follow in real life Rule 3: Know where you are in cyberspace Rule 4: Respect other people's time and bandwidth Rule 5: Make yourself look good online Rule 6: Share expert knowledge Rule 7: Help keep flame wars under control Rule 8: Respect other people's privacy Rule 9: Don't abuse your power Rule 10: Be forgiving of other people's mistakes Next page ...Previous page ...Core Rules ...Netiquette Contents

JOLT - Journal of Online Learning and Teaching Introduction An ordinary function of any class, online or otherwise, is to teach and engage the students. Research on online education consistently finds that high and consistent interaction levels between students and the professor, and high interaction levels between the students themselves, is often seen as a positive variable (Hammond, 2005; Johnson, Aragon, Shaik, & Palmas-Rivas, 2000; Berge & Collins, 1996; Tu, 2000; Muirhead, 2001; Blignaut & Trollip, 2003; Vonderwell, 2003). Most online instructors, aware of how important student participation is to online learning, will realize that s/he must produce solid educational discussion questions that also engage; as Hunkins (1989) stated, "Questions and thought coexist" (p. 17). An online instructor should also be aware of the research that demonstrates that teaching online takes more time and more effort, especially due to the need to provide individualized attention (Cavanaugh, 2005; Stern, 2004). C: Cognitive Nature Textbook Based