The Toolbox | Vol. 20, No. 1

VOLUME 20

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THE TOOLBOX A Teaching and Learning Resource for Instructors

FAILURE TO LAUNCH?

STRATEGIES FOR SUCCESS IN THE FIRST WEEK OF AN ONLINE COURSE

D

uring the first week of an online course, it is Nathan Pritts crucial to establish the landscape, procedures University of Arizona Global Campus and tone of the online learning experience.

With a few clicks, and after only a few hours of inhabiting their new course shell, students will begin to draw conclusions about the scope of the academic content they’ll be mastering, how their new class functions, and also have some opinions about their new instructor. This places a great deal of pressure on instructors to shape the experience of that first week in such a way that provides context for learning, presents course-based information in an easily accessible manner, and generally ensures that students feel well supported.

Starting any online course represents a big transition. It could be a student’s very first online class, or their first online course after a previous bad experience. It is also possible that a student may have just completed the requirements from a previous class, and now they’re showing up without much of a break since turning in a final assignment.

Active engagement is a key to online learner success. Rice and Kipp (2020) proposed that “engagement is influenced by a learner’s level of motivation, focus and cognitive ability as well as online course design and a teacher’s decisions regarding facilitation style.” But only a few days into a new class, an instructor’s ability to impact each of those elements is limited. What can be controlled, however, has to do with those latter two – course design and decisions regarding facilitation style.

Whatever the situation, it’s clear that the first week of an online course is critically important. Fortunately, the online modality provides instructors with many opportunities to connect with their students – to welcome them to class, to reach out to them both as a newly founded community of learners as well as on a more personal level, smoothing over any pain points that might be a barrier to success.

Jimerson et al. (2003) revealed the foundational domains of behavioral, cognitive and

National Resource Center for The First-Year Experience® and Students in Transition, University of South Carolina

Students of the future will demand the learning support that is appropriate for their situation or context. Nothing more, nothing less. And they want it at the moment the need arises. Not sooner, not later.

—Dr. Marcus Specht, Professor of Advanced Learning Technologies, Open University of Netherlands

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UPCOMING EVENTS

emotional learner engagement. By isolating three strategies, anchored in the domains as defined by Rice and Kipp (2020), we can begin to build the runway that allows students to take flight in our courses.

ONLINE COURSES

Welcome Tour

Maximizing Digital Tool Use in the First-Year Seminar: Helping Students to Become Digital Learners

When beginning a new course, students often have their focus divided in many directions.

As they try to get a grasp on immediate deadlines and requirements, they are also striving to get the big picture of course content. Additionally, they need to locate and prioritize the material and be aware of the support options, all while attempting to ascertain and internalize the overall class flow. Even in the most well-organized course, where the instructor has strategically placed modules and services designed intuitively with a color-coded underlying structure, students are bound to get lost or to miss something important.

In a classroom-based setting, instructors often meet students at the door, take them inside and show them around. In an online course, however, a video or audio walkthrough can be as effective to introduce students to the course, as well as the underlying outcomes at stake, all while putting a human face and pace to the experience. Rice and Kipp (2020) suggest this supports learner engagement in the cognitive domain, focusing on helping to position “how learners think about and make connections with what they are learning.”

After you locate the technology resources you’ll use to record your walkthrough, make a plan for your video introduction: » What do you want to highlight?

Instructor: Brad Garner

September 13 - October 8, 2021 Registration Deadline: September 7, 2021

CONFERENCES 28th National Conference on Students in Transition Held Virtually

Oct. 11-13, 2021 Early Registration Deadline: Sept. 14, 2021 Registration Deadline: Oct. 5, 2021

41st Annual Conference on The First-Year Experience Orlando, Florida

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» What is unique about the class? » What are some words of advice that you can give for students to help them be successful?

John Orlando (2020) noted that, when making videos, “a common mistake people make is to begin with an overview of topics to be covered, without first “identify[ing] the significance in the information.” Things that might seem self-evident to an instructor — about how the course is structured and what it’s about — might not be as clear to participating students.Telling students what is important, then organizing that information in a way that aids retention, is the best way to roll out the red carpet for students and welcome them to the course.

Communication Strategy As much as an audio or video welcome message helps put a human face on an online course, providing students with necessary contextualization, not every online student wants to engage in that manner. Even the most powerful video message can lose some of its efficacy as the days and weeks of a semester pass. It is also unlikely that a student will revisit that first day welcome message! For that reason, instructors need to create and deploy a comprehensive communication strategy for online courses. First week communications are the gateway, but there is more that can be done.

National Resource Center for The First-Year Experience® and Students in Transition, University of South Carolina

A semiannual refereed journal providing current research and scholarship on significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues.

To submit or subscribe, please visit www.sc.edu/fye/journal

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Learning Management Systems (LMS) typically position the most frequently used and needed course tools in a strategic manner. It is also important for instructors to design communication triggers that are just-in-time, paired with the expected hurdles and stumbling blocks that fill any class – especially in the first week. Equally important is the need for instructors to emphasize important information for students. Instructors should ask themselves, “What elements of the course, or classroom, are students likely to overlook?” That is a perfect place to begin when determining the content of messages communicated to students.

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F I R S T- Y E A R E X P E R I E N C E ® A N D S T U D E N T S I N T R A N S I T I O N UNIVERSITY OF SOUTH CAROLINA

Student communications should ideally launch before an online course begins! Consider sending students an email to call attention to crucial areas of the course, to include: » Important course policies and procedures (which should also be posted in the LMS). » Direct students to crucial support services (e.g., tutoring services, Instructional Technology). » Introduce yourself to establish rapport and invite students to contact you with any questions or concerns. » Give thought to the subject line, and balance the need to invite participation. » Consider linking to supplemental course material if you find yourself needing more real estate to explain topics or ideas that will contribute to student success.

This small but important step bolsters learner engagement in the emotional domain and enhances the “level of connectedness and caring that learners feel in their learning community” (Rice & Kipp, 2020).

Starting Gate Intervention The first week of a new course can be a challenge for students for any number of many reasons. Even a high achieving student might miss a first week deadline. The feeling of being behind, of having to play catch up, might result in a snowball effect that compounds into lower performance in the weeks to come; in extreme cases, a student could simply decide to drop a class after getting only a little bit behind.

To counteract this challenge, it is recommended that courses include a meaningful first week deadline. This deadline should be designed to help students believe that they can be successful and master course content. This also provides an important data point.

Most online classes have robust analytics and data tracking available. But as an instructor, looking at your own specific course on a daily basis, it can help to have a visible trigger (i.e., awareness that one or more students might be struggling). This awareness can help instructors identify any course-related deficiencies in “how often and for how long learners engage with course materials” (Rice & Kipp, 2020).

National Resource Center for The First-Year Experience® and Students in Transition, University of South Carolina

Held Virtually | October 11-13, 2021

early registration Deadline september 14, 2021 registration Deadline october 5, 2021 About the Author Dr. Nathan Pritts is an award-winning educator, course developer, and faculty mentor with a strong focus on innovation and practical applications. He is a Professor and Lead Faculty at the University of Arizona Global Campus. He brings expertise in business communication, advertising & marketing, and online user experience to the General Education classroom to maximize student learning and heighten engagement, infusing curriculum with foundational outcomes bolstered by clear ties to a student’s academic and career path.

He’s building a handbook of the strategies and best practices essential for designing and delivering meaningful learning experiences to students online one chapter at a time at www.Radical-Humanity.carrd.co

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For example, in a course where students have a discussion board post due during the first week, instructors can immediately identify this as the break point. Missing this deadline alerts the instructor that a student is stuck in the starting gate.This also triggers an immediate response. The next morning, an instructor can sort through and conduct outreach directly to those students who missed the deadline. Any communication should be personal and empathetic. Email communication should be personalized (e.g., using the student’s name). Most importantly, however: » Lead with the fact that you will still accept the missing assignment. » Don’t be afraid to be direct, stating clearly that the student missed an important deadline while also establishing an acceptable timeframe for them student to get the assignment submitted in a timely manner.

The first week of any online course can present challenges for students. Instructors, however, can think strategically about layering the class content in such a way that students won’t be overwhelmed by neither the complexity of the subject nor the battery of deadlines. It is critically important for instructors to step back and work to develop a message designed to speak more to the student than from the content. This message communicates the compassionate and emotional support needed for students to meet academic and intellectual challenges.

REFERENCES Jimerson, S., Campos, E, & Greif, J.L. (2003).The eclipse of listening. The California School Psychologist, 2003(8), 7–28.

Orlando, John (2020, April 17). Transforming Your Lectures into Online Videos. Faculty Focus. https:// www.facultyfocus.com/ar ticles/online-education/online-course-delivery-and-instruction/ transforming-your-lectures-into-online-videos/ Rice, Kerry, & Kipp, Kristin (2020, May 6). How can Educators Tap into Research to Increase Engagement During Remote Learning? EdSurge. https://www.edsurge.com/news/2020-05-06how-can-educators-tap-into-research-to-increase-engagement-during-remote-learning

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Submission Guidelines for The Toolbox For complete guidelines and issue dates, see www.sc.edu/fye/toolbox/ Audience: Toolbox readers include full-time and adjunct faculty; academic advisors; and administrators focused on faculty development, teaching and learning, academic success, and the first college year.

Style: Articles, tables, figures, and references should adhere to standard set forth in the Publication Manual of the American Psychological Association (7th ed.).

Length: Original articles should be no longer than 1,500 words. The editor reserves the right to edit submissions for length.

Submit your article online by using our submission form.

Please address all questions to: Brad Garner, Toolbox Editor Indiana Wesleyan University 1900 West 50th Street Marion, IN 46953 Email: brad.garner@indwes.edu Phone: 765-677-3341

About The Toolbox The Toolbox is an online professional development newsletter offering innovative, learner-centered strategies for empowering college students to achieve greater success. The newsletter is published six times a year by the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina.

The online subscription is free. To register for newsletter alerts and access back issues, please visit www.sc.edu/fye/toolbox.

Publication Staff Founding Editor: Brad Garner Managing Editor: Rico Reed Copyeditor: Lisa Grundy Graphic Designer: Krista Larson

National Resource Center for The First-Year Experience® and Students in Transition, University of South Carolina

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