Online etiquette

1a. Participate

We strongly encourage active participation. If you don’t join in, you’ll only be experiencing a portion of what you could be enjoying. Listen to and engage with the contributions of your peers, and be willing to share your own ideas, questions, and responses.

1b. Contribute in your own voice

In online settings, it is natural to think about how you wish to present yourself. We only ask that your contributions reflect your own view, experience and level of understanding. Don’t be afraid to ask questions, and don’t be afraid to make mistakes; both are crucial to learning.

Take the time and care to ensure that anything you contribute that comes from a source other than yourself is appropriately credited.

1c. Use of AI in online settings

Your contributions will be valued because other participants believe they come from you, not because they are ‘right’. For this reason, using artificial intelligence (AI) tools to generate contributions to online settings is not permitted, except in the limited ways set out here.

You may use AI to check grammar, spelling and, for instance, to check translations of words and short phrases. You may not use AI to generate whole sentences of responses that you present in writing or speech as your own.

You may use AI more extensively if it has been authorised for a specific task, or if you have obtained permission to do so as an agreed adjustment for a disability. This guidance applies to online settings and is separate from the guidance provided for assessed work.

Bringing or inviting a bot or AI agent to a class is forbidden without prior permission.

1d. Respect others

Other participants are also sharing their views, their thinking, and something of their learning experience. The online setting you create together is dependent on trust, care and respect.

Listen to and respect the right of others to express their views. Tone can be hard to communicate in online settings, and a message or comment can seem harsher than its intention. If you feel offended by another person’s interaction, you should take the matter to your tutor or another member of staff.

Insulting, rude or aggressive language is not acceptable. If you feel you have been harassed in any way, please see our page on understanding harassment and sexual misconduct.

1e. Other spaces for interaction outside of those provided as part of a course

If you wish to set up other spaces for interaction outside those provided as part of a course, or are invited to do so by others in your cohort (e.g. WhatsApp groups, Facebook groups), it is your personal choice to do so as a private individual. The University is not responsible for conduct in such spaces. Unsupervised spaces should not be used without permission to complete assessed or non-assessed tasks intended to be completed independently.

Some courses incorporate text-based interactions. This usually takes place through discussion forums, but there may be circumstances where you will communicate by email, instant messaging or in a chat thread that runs alongside a video conference.

2a. Think before posting

Before you post your contribution, consider how others might read your words. While you can’t anticipate all reactions, err on the side of caution. If you find you are upset or angry, reflect before responding to ensure that your reaction accurately communicates your point rather than your emotion (and hence risks being misunderstood). This should not limit the substance of the point you wish to make, but rather the way in which you express that view.

2b. Be considerate in your use of humour

When using humour, be aware that your other participants will be from diverse backgrounds. What is acceptable for some may not be for others. Humour can be difficult to communicate online, so be cautious, and be tolerant. Feel free to use emojis to let readers know that your comment is meant to be humorous. Rude and derogatory attempts at humour will not be tolerated.

2c. Be concise and relevant

When composing your contribution, be concise. No one wants to read a long post that might also come across as domineering or rambling. Nor will your peers appreciate multiple short contributions posted in quick succession. Concise, accurate and relevant contributions will be more useful to all.

Some courses include video conferencing. In these settings your presence may be expected so that you can interact live with other participants.

3a. Audio, video sharing and other functions

You will be given guidance on when to turn your camera on, and when to mute or unmute. In any setting you have the right to leave, or switch your camera off and join by audio only. In some situations, you may be asked to turn your camera on to better facilitate interaction. You retain the right not to do so. It is also important to follow instructions for when to ‘raise your hand’ or use other emoticons and digital reactions during the session.

3b. Control your physical setting

Controlling your physical setting is important to ensure that you and others can focus on learning. Check that you are sitting upright, that your camera is around eye level, and that you are appropriately lit. Pay particular attention to background noise. Attending from a public space or busy domestic setting is strongly discouraged, as it is likely to cause disturbance. Ensure that there is nothing inappropriate in view, and that you are dressed appropriately. Check that you are not accidentally sharing any private information, such as locational clues or personal photos.

3c. Verbal and physical communication

All the guidance above in Section 2 also applies to verbal contributions: think before you speak, be considerate in your use of humour, and be concise and relevant. Being concise is especially important on a video call as time is limited. Additionally, be conscious of your non-verbal communication, including by trying to ensure that your expressions and gestures are not aggressive or intimidating.

3d. Attendance during prescribed times

Depending on how your meeting has been set up, it may be possible to ‘attend’ a meeting outside the hours it was scheduled. Do not use this accidental function as a means of facilitating informal student-only meetings without the presence of a tutor. You should only attend a meeting during the scheduled time.

3e. Recording of sessions

In some situations, a recording might be made of a meeting according to the University of Oxford’s Educational Recordings Policy or to support students with disabilities. You will be notified that this is taking place. Remaining on the call constitutes your tacit agreement to being recorded. If you have concerns, please express them to your tutor. You must not make unauthorised recordings.

3f. Identity and privacy policy

To ensure that participants know who you are and therefore ensure that you are involved in discussions, sign in to a meeting using the email address you used to enrol on the course.  Use an easily identifiable name that should be based on your actual name. Please acknowledge that your name and email address might be visible to others in the meeting.

3g. Break-out rooms and non-supervised spaces

Break-out rooms might occasionally be used for the completion of small-group exercises beyond the immediate view of a tutor. In these student-only spaces it is more important than ever to abide by the guidelines set out above.