Factors to consider when starting an online course
The beginning of any class is a crucial period. This section takes a look at some of the implications for beginning an online course. The beginning of any class is a crucial period. In the traditional setting the teacher and students will assemble in one room, introductions will be made and the tone of the class will be established. Students will rapidly make some snap judgements about the teacher - warm, friendly, demanding, fair, temperamental, etc - and shape their future behavior accordingly. The beginning of an online course is equally important, but rests on a very different set of variables. For many (for the next few years anyway) it may be their first online course and they may have little conception of how it will be initiated and conducted. Harasim et al (1995) point out that, "A late or poor start can negatively affect the student's progress in a course." (p. 177) "The teacher's job is to create a warm, welcoming environment that will entice them to begin participating immediately and to reassure them by providing clear directions and support structures." (p. 175) Techniques need to be developed to assure uniform online participation. Praise and encouragement are typically needed much more often online than in a classroom where facial expressions and the mood of the room can provide feedback. Asking public questions of students is a standard method of getting the quiet ones to talk online. Intentionally raising a controversial issue can be an effective way of eliciting messages, too. Online group coordination can require a good deal of effort. Early in an online course,
all students must learn the discipline required. If a student fails to "show up" for class,
teacher recognition and resolution of this fact must be as immediate as possible. If a
student doesn't follow instructions, swift action is necessary to get that student back
on track, otherwise the whole class suffers, since interaction among all students is an
important part of any online class. |