Using a listserv

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Tutorial: Using Listservs in Instruction

Why some people like listservs...

Here are a few possible reasons:

Listservs require the least computer technology know-how in that participants only need to know how to use their email systems

Email received from lists can be filtered so that the mail from the lists can be put separated from other non-list email.

Email from lists can be also be sent as digests so that all the email from the list is received as ONE LONG email

Listserves are asynchronous in nature in that students do NOT have to be logged into their email systems at the SAME TIME or PLACE in order to participate.

Listserves are good for having course discussions over time periods which are more flexible than classroom discussions. They may also be good for EXTENDING traditional classroom discussions.

Problems with Using Listservs in instruction:

In a listserv, the responses are posted in the order that they are received. The visual, linear display of the email posts and responses makes it difficult to facilitate or follow a line of thought in a discussion. However, if a teacher is diligent about requiring students to use specific SUBJECT headers, list participants can more easily locate pertinent topics.

Note in the example below, like in chat, replies and posts are not necessarily visually grouped together which means the participants must sift through the email if they want to read all responses. Also, it may be difficult for participants to set up email filters in order to sort their list mail from all of the email they receive because the email shows up as being from a particular participant and NOT from the list address.

picture of email window goes here.

List discussions can also easily get off topic. It is the teacher's or moderator's responsibilty to keep the discussions on topic. Teachers can assign this responsiblity to student group leaders in order to distribute the work load; however, teachers will have to tie or weave in student posts' with the the focus of the discussion in order for students to read a summary of the discussion that has taken place.

The nature of the responses in a list is also likely to be informal, i.e., with grammatical errors, etc., because it is email. Email responses may also be of the AMEN variety in that the respondee doesn't have anything to add, but wants to concur with a current argument.

The number of responses in one email from a list depends upon how many replies with quote are included. The subject line in the email is a good indication of how many responses may included. For example, Re:Re:, indicates that this email is a reply to reply to an initial post.

Although I didn't request it, this information is very timely for me as I am preparing training for faculty on creating web-based instructional materials. >Compatibility is important, although I don't know how what percentage >monitors still in use are limited to that size. In some cases, the problem isn't that the monitors are not capable of supporting the higher resolution. Some users with poor eyesight (myself included!) will lower the resolution on their monitors to be able to read the text more easily without putting on their reading glasses. >However, I think it is desirable to avoid putting too much stuff onto >the screen. I am always tempted to put more stuff onto the screen than >users really want to see. Considering how a GUI works on a small screen >helps counteract that tendency. Precisely. Considerations like these keep us honest. Let's face it: we all _know_ how much information is desireable, but we are tempted often to put more on the screen than is necessary. In some cases, putting this extra information on the screen can impede comprehension. Personally, I like some of the technological limitations we have. The only research I've seen on video length in an educational software program (a bit dated, and the book is at home) indicates that recall of video material is decreased if the video goes much longer than 30-45 seconds. So I like the bandwidth limitations on video length, because it keeps me honest...it forces me to keep my video material short and closely targeted. Just my .02... Laura

Better Instructional Uses of Listservs:

Listserves are useful for discussions over short time frames, i.e., week. They provide a venue for reflective thought. Teachers can present a position paper or a web site and have students review the paper prior to having a discussion on the list.

Recording Listserv activity:

Is email sent to the list recorded on the listserve computer for later reference? Not usually, as the listserver really acts as a mail router. Remember, any email sent to the list is routed to all subscribers of the list so participants should KEEP any email they wish to archive.

Requiring Student Participation:

If you are going to require participation in a list, you should be explicit about the quantitative, i.e., number of posts and responses to posts, and be explicit as to what constitutes a good post. You should publicly PRAISE students for good responses so that students get a better sense of what is expected. Also, any disciplinary action that you feel necessary should be taken up PRIVATELY in one to one email.

Tutorial Activity:

There are quite a number of public lists for which you should consider subscribing. Lists related to your hobbies or profession are good places to start. Locate a web site of interest and subscribe to the list. Most do not charge to join the list and you can easily UNsubscribe should you find the list not useful.

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Last Updated: 9/2000