Orientation to Online Learning
Bergman, M. and Raleigh, D. (1998) Student
Orientation in the Distance Education Classroom. Proceedings of the Annyal
Conference on Distance Teaching & Learning. Madison: ETIC Document
Reproduction Service No. ED 422 844).
Institutions offering distance education courses realize the value that
well-trained and well-prepared faculty contribute to the success of their
distance education programs. However, taking approximately a half-hour in the
first session of any course to prepare the students for their distance
education experience will add to the success of the course. Such student
preparation establishes reasonable student expectations, the theme of a
learning community, the parameters of learner responsibility, and
the "rules" of the classroom. Having someone other that the designated class
instructor deliver this orientation allows the instructor to develop rapport
with students since all are hearing this orientation together. It also allows
the instructor to reinforce what was covered in the orientation as students
begin assuming their responsibilities. This paper discusses the student
orientation presentation currently being used at the University of
Wisconsin-Eau Claire that aims to increase students' comfort level with the
equipment, raise students' awareness of their responsibilities as learners,
and involve students actively as they test the equipment and begin to assume
their responsibilities as learners. Comments from students and future issues
for student orientation sessions are also discussed.
Bozarth, J., Chapman, D.D.,
LaMonica, L. (2004). Preparing for Distance Learning: Designing An Online
Student Orientation Course.
http://ifets.massey.ac.nz/periodical/7_1/10.pdf This paper describes the
analysis undertaken to design a 1-credit-hour online orientation course for
students new to online learning. An instructional design team, as a part of an
advanced instructional design course, worked with a university-based client.
The client identified specific problem areas encountered by novice students of
online courses and the team designed a comprehensive program to meet those
needs. Analysis of the data revealed surprising differences in expectations
between instructors of online courses and their students of what an
orientation to online learning should include. The team also conducted a task
analysis to aid in further identifying the skills, knowledge and attitudes
required by students for success in online courses. Findings indicated that
there is a need for online learners to understand the time commitment required
of an online course and possess or develop strong time management skills.
Because of small sample size, results cannot be generalized beyond the
respondents. The authors found a mismatch in the perception of instructor
technical skills versus student technical skill. Based on their findings, the
paper provides recommendations on the appropriate design, development and
implementation of an orientation to online learning.
Kazmer, M. M. (2001). Coping in a Distance Environment; Sitcoms, Chocolate Cake, and Dinner with a Friend. First Monday, 5 (9). http://www.firstmonday.dk/issues/issue5_9/kazmer/index.html A qualitative study found students value a quick response to their questions, even on weekends, easy access to materials, convenient ways to schedule classes, want to see syllabi well before the beginning of the semester, need technology training well before they need to use it, want to know the workload before they begin the program, want to know who they should contact for student services, want to know what techniques other students have used to be successful distance learners. Expectations can be set during orientation.
Kelsey, K. D. (1999). A case study of interaction, student satisfaction, communication apprehension, and an orientation workshop in an animal genetics course delivered by interactive compressed video technology. Dissertation Abstracts International, (UMI No. 9923815). Found that an orientation workshop presented at the start of an online course demystified the classroom by educating students on technical features of the system used to deliver the course and reduced anxiety, but did not significantly change the level of interaction among participants.
Kennedy, C.C. (2001). The experience of online learning at a community college in south Texas: A case study. Dissertation Abstracts International, (UMI No. 3020061). Found critical dimensions for online course success were study skills, coordination of course resources, successful utilization of technology for online communication and asynchronous instruction. Skills might be taught in an orientation prior to beginning of course.
Luck, A. (2000, March/April) World Campus 101: Orienting Students to Penn State’s New “Campus.” The Technology Source, March/April 2000. http://ts.mivu.org/default.asp?show=article&id=652 Development of an online orientation to the Penn State World Campus.
Lynch, M. M. (2001, November/December). Effective student preparation for online learning. The Technology Source. http://ts.mivu.org/default.asp?show=article&id=901 Found in 1999 that student dropout rates were as high as 35%-50%, compared to 14% for traditional classes. Faculty spent excessive time trouble shooting problems students had with technology, and students reported feeling of social isolation. Study suggested development of an online orientation course that focuses on technology skill development, adult learning theory that can be applied to online learning context, self-awareness of personal suitability for online learning, analyze and discuss adjustments students might make to increase success in online studies, and provide students opportunities to engaging in web-based interaction with peers and instructor.
Lynch, M. M. (2002). The Online Educator: A guide to creating the virtual classroom. London and New York: Routledge/Falmer.
Mattice, M. J. & Dixon, P. S. (1999). Student preparedness for distance education. College of the Canyons, Santa Clarita, CA. (ERIC Document Reproduction Service No. ED 436216). Developed a readiness, a technology index, and an interest index to assess student readiness for online learning at a California community college. Of particular interest is that 69% of the students indicated that the availability of an orientation or training course would encourage them to enroll in a distance learning online course.
McVay, M. (1998). How to be a Successful Distance Student: Learning on the Internet. Maine: Simon & Schuster Custom Publishing.
Osika, E. R. & Sharp, D. P. (2003, Spring). Minimum technical competencies for distance learning students. Journal of Research on Technology in Education, 34 (3). Found that instructors believe students had a higher level of technical skills than they actually possessed. Without sufficient technical skills, students may have difficulty being successful online learners.
Pachnowski, L. M. & Jurczyk, J. P. (2000). Correlating self-directed learning with distance learning success. Paper presented at the Annual Meeting of the Eastern Education Research Association. Clearwater, FL., Feb 16-19, 2000). (ERIC Document Reproduction Service No. ED 441000). Found that student self-directedness is not a good indicator of success. Instructor ratings of students’ attitudes and habits (soft skills) were the best indicator and students’ technical skills were in a good indicator.
Pattison, S. A. (2001). Development of an orientation to systems thinking, collaboration, and distance learning for first-time distance students and its effect on course satisfaction and course completion. Dissertation Abstracts International, (UMI No. 3006454). Compared satisfaction and persistence of a group of online students that was given orientation materials before an online course with a control group that was not given orientation materials. She found the orientation enhanced course satisfactions, assisted students in getting to know other students, laid the foundation for working in teams, providing a framework for understanding what to expect from the program, and gave tips for time management.
Scagnoli, N. I. (2001). Student orientations for online programs. Journal of Research on Technology in Education, 34 (1). An example of an orientation developed for online Masters degree at U of I.
Western Interstate Commission for Higher Education. Orientation. http://www.wcet.info/Projects/laap/resources/orientation.htm