• Student Professionalism in Online Synchronous Courses

      Dillingham, Jara; Powless, Mattew; Rieford, Kathy
      Historically, there have been norms for classroom etiquette that many students in traditional classrooms adopt (Tamban & Lazaro, 2018). Moving from traditional classroom settings to primarily online methods of education has created unforeseen obstacles for both faculty and students. One such obstacle has been a lack of time for faculty to fully develop guidelines that outline professional student behavior for online, synchronous learning. Consequently, students have engaged in some unprofessional behaviors such as inappropriate dress, manners, and conduct. Neuwirth et al. (2020) suggests faculty who train students in proper online etiquette and professionalism within the online classroom are instilling transferable skills to the workplace, as more employers are working remotely. Furthermore, Fenwick (2016) suggests that student involvement in courses be viewed as relational, which has implications for student evaluation. This roundtable dialogue will highlight techniques that establish expectations for learning and professionalism during synchronous online learning sessions. References Fenwick, T. (2016). Social media, professionalism and higher education: A sociomaterial consideration. Studies in Higher Education, 41(4), 664–677. doi.org/10.1080/03075079.2014.942275 Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2020). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 147797142094773. doi:10.1177/1477971420947738 Tamban, V. E., & Lazaro, M. P. (2018). Classroom etiquette, social behavior and the academic performance of college of teacher education students at the Laguna State Polytechnic University, Los Baños Campus, A.Y. 2015-2016 [Paper presentation]. 4th International Research Conference on Higher Education: KnE Social Sciences, Indonesia. doi.org/10.18502/kss.v3i6.2446