Online Student Services Planning Guide

Orientation Course to Online Learning

Overview

I am proposing a planning guide to create an orientation course for those individuals (enrolled students or prospects) interested in taking an online course with us.  Created within our course management system, WebCT, and using the same course framework in place within all of our distance courses, this online course would include instructional elements to help the student understand many key concepts of online learning including (listed below in no particular order/priority):

• the collaborative learning environment (Discussions framework; synchronous communication tools; etc.)
• the technology
• the learning styles and study habits required to effectively participate and realize defined course outcomes
• the potential to contribute to a larger community of online learners within all of our Programs

Current Remotely Delivered Student Service Regarding Online Orientation

We currently have orientation materials for distance learning students built within the WebCT course framework of all distance courses.  These materials orient the online student to the course framework and the course management system, and they provide some general online learning tips.  Students have access to these materials once they have enrolled in a distance course. 

An outline of these orientation materials that I constructed about a year ago:

1. Getting Started
   1. Welcome
   2. Overview of the Course Environment
   3. Frequently Asked Questions
   4. What You Should Do First
2. Self-Guided Orientation to WebCT Vista
   1. Welcome and Browser Configuration Requirements
   2. Understanding the Structure of All Distance Learning Courses
   3. Reading and Downloading Materials
   4. Posting to Discussions
   5. Submitting a Test Assignment
   6. Taking a Self-Test
   7. Conclusion and Additional Resources
3. XXXX School / Division of Graduate Professional Studies Information
4. Distance Learning Orientation (self-guided MS PowerPoint slide show)
   1. How is DL different?
   2. What tools do DL students need?
   3. How does a typical DL course work?
   4. What does a typical DL course look like?
   5. What does a typical DL course feel like?
   6. What are the skills of successful DL learners?
   7. Is DL right for all students?
   8. What are some DL tips?
   9. Where can students find out more?
5. WebCT/Vista Information
   1. About WebCT Vista
   2. WebCT Support Services
   3. WebCT Vista Overview
6. Student FAQ
7. Academic Calendar

Beyond some preliminary self-guided orientation materials posted on the web site (generation 1), we have little content available to help students learn about distance learning in general and uncover if the associated learning styles are right for them before they actually enroll in an online course. 

I am in the middle of a project to update our distance learning web site to enhance the orientation materials and links to other services.  While not in the scope of this planning guide to discuss the entire web site enhancement project, it is worth noting as the online orientation course fits into the proposed updates to the web site as highlighted below:

Distance Learning Web Site Enhancement Project Proposal (main menu/frame):

Ideally, we will place a link on our web site that will allow a current student or prospect to register for a non-credit online orientation course to online learning (generation 4).

Critical Components of the Online Orientation Course

·         A student must be allowed to register for the non-credit course directly from the Division’s Distance Learning web site.

·         The orientation course must be developed and delivered with WebCT Vista, our course management system, using our standard course template/framework for all distance courses.

·         The orientation course must define the expectations and skill sets of online learners.

·         The orientation course must provide the student with sufficient information to assess whether online learning is right for them (information on online learning styles; self-assessments; etc.)

·         The orientation course must allow the student to partake in a “typical” online course experience: participate in discussions – related to the course and social discussions with other students; initiate/join synchronous chat sessions; take self-tests; read/download materials; access online library resources.

·         The orientation course must define the technical requirements and competency levels expected of online students.

·         The orientation course must share technical support resources.

·         The orientation course must provide the student with information regarding the range of student services available within the Division and within the University.

·         The orientation course must provide the student with the current Student Handbook and all associated policies and procedures pertaining to graduate students of our programs.

·         The orientation course must include assessment methods including assignments and online quizzes, surveys, and self-tests.

The content to be added to the web site includes only the link to enroll in the orientation course. 

For the course development itself, much of the information already exists in various forms elsewhere; the orientation materials that exist within our current courses may be reused/reformatted as the orientation course is designed. The web pages that are in development in support of the larger web site enhancement project may also be leveraged when constructing the actual orientation course.

 Web Sites Demonstrating Best Practices

As I proceed further into this project, I am sure that I will continue to access the numerous resources and web site examples from other institutions referenced within our course’s readings.  Given the time constraints of this course, I will highlight several that I will continue to research over the upcoming weeks:

Sauk Valley Community College, Interactive Guide to WebCT

• http://www.svcc.edu/services/it/flash/guide/. 
• The focus is primarily on using WebCT versus online learning, but the guide is interactive directly from the web site, including audio.

Columbia Basin College

• General introduction to distance learning and WebCT

o        http://faculty.columbiabasin.edu/distance/tutorial/TutorialIntro.html

• Demonstration classroom

o        http://webct2.cbc.ctc.edu/SCRIPT/cbc_tutorial/scripts/serve_home

Ohio State University, net.Tutor

• http://www.webct.com/service/ViewContent?contentID=1810973

University of Texas, Center for Distance Learning and Teaching Excellence

• http://cdl.panam.edu/Home/Student_Resources/WebCT_Tutorial/

From DL Orientation to Online Learning resources (thanks): http://www.montgomerycollege.edu/Departments/studevgt/onlinsts/Resources/DL%20Orientation%20to%20Online%20Learning.htm

• California State University, Chico Distance & Online Education - 530-898-6105-rce@csuchico.edu
• DDP - Prospective Students for Distance & Online Education
• DE Orientation
• Distance Learning Orientation
• Helping Distance Students Cope
• Instructional & Performance Technology - a Master of Science Degree Program
• Internet 101 Home page
• Learner's Guide to the Open University
• Learner's Guide
• Online Learning Information Center
• online orientation
• OnlineLearning.net Student Services
• Oregon State University -- Extended Campus - About Ecampus
• PCC Distance Education - Online Orientation
• Welcome To Internet 101
• World Campus 101!

In summary, while we have made progress in orienting enrolled online students, our next objective is to develop an actual course in which our prospective and enrolled students can engage within our course management system’s framework before they enroll or being a course with us.  We have the key components of this course identified; once constructed, we then need to focus on methods to encourage our prospects and students to take advantage of the resources and participate!