Creating an Effective Orientation for Online Students

Duane Durrett
Vice President, Student Services
Weatherford College
 

As the number of programs and course offerings continues to increase, many students are taking distance education courses for the first time.  More and more degree programs offer online courses as part of the curriculum; even entire degrees are conferred to students who never leave the virtual classroom.  As institutions expand their distance education offerings are students being adequately prepared to succeed in the online environment?  As evidenced by high attrition rates and poor academic performance, many of the students who have access to enroll in online courses are not prepared to succeed in those courses (Carr 2000).

One way to prepare students for online learning is to create an orientation that addresses three fundamental elements:

1. technical proficiency among all students who enroll in online course offerings,
2. familiarity with the online environment
3. clear expectations regarding student performance.

How will these three elements emerge within a distance education program?  How can they be weaved into an overall process that prepares students for distance learning?  Our recommendations for best practices address these important questions, and involve developing four specific areas as a part of an orientation process:

1. Building a web portal. A portal website is a home page for the distance education program that organizes the information students need into a single, powerful point of reference.
2. Identifying system requirements that determine the technology each student must have to successfully complete online courses.
3. Establishing computer proficiencies so that a baseline of technical proficiency among distance education students is created.
4. Designing policies that address the unique circumstances of distance learners

Colleges will differ in their approach to systems, hardware, and even distance education philosophies.  Realistically, budgets will drive what each college is able to develop and offer to their students.  But, regardless of the differences between institutions and the distance education programs they develop, the recommendations of this chapter are designed for creating an online student orientation to improve your students’ chances for academic success.

Establish a Portal Website

A trend in higher education has been the creation of a “one-stop shop,” a physical location on campus where students can go to receive a myriad of support services.  Spreading services out over multiple locations on campus means that students have to make more than one stop, often in separate buildings, to access the support services they need.  As the inconvenience increases, the motivation to seek out support services decreases (Noel & Levitz, 2005).   Students also become more likely to procrastinate when it comes to completing essential tasks such as registration or financial aid application.  The one-stop shop attempts to solve the inconvenience problem by bringing together a host of student services into one location on campus thereby minimizing the effort needed to accomplish administrative tasks.  The one-stop-shop also serves as a catalyst to improve intradepartmental collaboration and efficiency, with the collateral benefit often being simplified processes that are more student friendly.

Similar to the way the one-stop shop functions on a physical campus, online learners need a single place where they can go to get the information they need about distance education.  The creation of a portal, or distance education home page, is an important step in creating an organized, efficient distance education program.  Having a single point of reference for online learners will minimize the effort they expend looking for answers to distance education questions and facilitate the collaboration between the administrative offices serving online learners. A best practice example of a one-stop site for distance education is http://elearn.southtexascollege.edu/eSTCv3/. This site is constantly being improved for the benefit of the student.

Effective distance education portals have some specific features in common. First, they need to be easy to find. Often located in a prominent position on the institution’s home page, the distance education link needs to be clearly identifiable for both current and prospective students.  Second, distance education portals need to be easy to navigate.  Maintaining a consistent graphical interface between the home page and the distance education portal will help students feel comfortable with navigation features.  Third, distance education portals need to be specific.  Grouping distance education information with information relevant only to traditional students will create a portal with too much information.  Four, distance education portals benefit from having a URL that is easy to remember.  Students, especially students who have not visited the institution’s home page, will be more likely to use the portal as a point of reference if they can easily enter the name into the address portion of their web browser.

Before an effective orientation for students taking online courses can be developed, it is important to establish the portal as a functioning piece of the overall distance education program.  Successful orientation programs will often reference portal content, and students should be encouraged to check there repeatedly during the semester to stay abreast of distance education information.  For example, technical proficiency exams may be required of students who want to enroll in an online course.  The exam can be accessed by going to the distance education portal, clicking on a proficiency test link, and logging in using a student ID and password.  Using the portal during the orientation process will reinforce the idea that students have a single point of reference for their distance education needs and make it more likely that they will return there when questions arise.

The following is a list of practices used by institutions that demonstrate effective distance education website content:

Online Users Guide. The first component is referred to as an Online Users Guide.  The purpose of the guide is to outline for prospective students what types of distance education courses are offered, help them understand the nature of the online learning environment, and guide them in determining if they are well-suited to take an online course.  Important elements of the Online Users Guide are:

Types of Courses. Distance education programs usually consist of courses taught in multiple formats.  For example, an institution may offer courses taught using two-way video and others taught using strictly the internet via an online course platform.  This section of the guide should outline each distance education format and their differences.

Is Distance Education Right for You? The traditional learning environment is different from the online learning environment, and students may not be prepared or enjoy taking both types of courses.  Personal factors such as learning styles and academic motivation need to be considered in conjunction with situational factors such as access to campus, the ability to attend class, and work schedule.  This section of the guide should outline the important considerations students need to make when trying to decide if an online course is right for them.

Technical Proficiencies. Distance education courses require certain technical proficiencies in order for students to be successful.  Depending on the course formats offered by the institution and the level of technical expertise required by the platform and the instructors, each institution may develop a unique set of requisite skills for distance education students.  This portion of the guide should provide a checklist of skills or a formal assessment of student competencies.

Success Tutorial. Despite having the aptitude and technical proficiency to take online courses, students still need to make adjustments to the online course environment if they are to be successful.  For example, how a student submits a homework assignment and how contact is made with classmates is often entirely different from the traditional course environment.  This section of the guide should describe study tips and strategies that students have employed to be successful in distance education courses.  For example:      http://dl.austincc.edu/students/passportworkshop.htm

Minimum System Requirements. Before an online course can be started, a student must have a computer or access to a computer that can support the software necessary to run distance education programs.  System requirements should be as specific as possible and should include elements such as processor speed, memory, and network connection speed.  This section of the guide should indicate the minimum system requirements needed to effectively run distance education software and also indicate areas on the physical campus where compliant computers are accessible to distance education students. A good example is:   http://dl.tccd.edu/index.php/html/main/equipment.html

How to Enroll in an Online Course. Enrollment in an online course is usually the culmination of a process that involves application, admission, testing, and counseling.  This portion of the guide should help prospective distance education students (who may be continuing students or new students) navigate all of the institution’s steps leading up to and including enrollment. An example is:        http://www.accd.edu/sac/online/html/admission.htm

How to Find Your Online Course. Enrolling in an online course and actually accessing the course content can be two separate processes.  Students must be able to navigate from the distance education portal to the specific course web page.  In addition, students may need an enrollment key or some other enrollment verification device.  Specific instructions will be needed to detail how a student can find the appropriate course number or section number from a list of departmental offerings.  This portion of the guide will instruct an enrolled distance education student when, where, and how to access course content. An example is:  http://virtual.cpcc.edu/support/faq/details.asp?faq=howdoilogin

Email Account. An email account or some other form of supplemental technology component should be required for distance education students.  Whenever possible, supplemental components should not be provided or hosted by the institution.  If such a component is a requirement, this portion of the guide should instruct students how to acquire it.

Distance Course Offerings. In order to avoid confusion and comply with a philosophy of specificity, course offerings should be made available to students via the distance education portal, but only those courses offered in a distance education format.  If a link from the distance education portal references a general document such as the catalog or schedule of classes, an attempt should be made to present only the portion of the document that refers to distance education courses.  In this way, there is a clear delineation between traditional courses and distance education courses, and the functions of the main college page and the distance education page remain specific. For example:   http://de2.hccs.edu/courses/index.php?sem=6061

Faculty Information. Faculty information should be made available to prospective students.  Students trying to decide which section of a course to enroll in can view faculty information such as credentials, experience, and instructional philosophy. See, www.panola.edu/instruction/dl/dl_faculty.htm

Syllabi.  By having access to syllabi, students can get a clear idea of course requirements, grading criteria, types of assignments, and assigned readings.  Having clear course expectations prior to registration mitigates enrollment problems that can lead to student attrition, such as late schedule changes, unneeded credits, and incomplete grades. A good example is http://www.tvcc.edu/depts/dist.learning

Frequently Asked Questions (FAQ). A Frequently Asked Questions area (FAQ), that is well organized, informative, and frequently updated, can be a valuable tool for students looking to overcome problems that arise with enrolling and completing distance education courses.  In addition, a functional FAQ can alleviate the volume of inquiries sent to technical support professionals.  For example, http://onlinecourses.wc.edu/mod/glossary/view.php?id=6769&mode=letter

Tech Support/Webmaster Contact Information. Technical support dedicated to students who enroll in distance education should be a priority for every institution with a distance education program.  Direct lines of communication with support representatives (electronic and non-electronic) should be clearly displayed and referred to during online orientations.  Directions to the physical location of the technical support office and instructions for processing questions and contacting support personnel are other important elements of this section.

News and Notes. A section dedicated to announcements can be an important tool for getting breaking news out to distance education students, especially when technical problems arise.  For example, unplanned but necessary maintenance to a server as the result of a virus may require that online courses be inaccessible for a period of time.  Students who frequently check the distance education portal can be easily informed of breaking news using this feature, another reason why reinforcing use of the page during orientation is important.

Student Services. Institutions offering distance education programs need to consider what student services will be available to students who do not come to campus and whether those services are comparable to those received by traditional students.  For services that do not discriminate between distance education and traditional students, links to established pages for student services offices should be available (thereby eliminating the need to update multiple sites when there is a policy change – often leading to inconsistent or outdated information).  If there are not established pages for the different functions of student services, creating a consolidated page of all student services available to online students maintains the specificity of the distance education portal and can be a valuable resource for students.

Identifying System Requirements

Before students are allowed to access online course content, they should be made aware of, and required to acknowledge, the minimum system requirements established by the technology staff of the institution.  By making system requirements a part of the orientation, students will have time to investigate the specifications of their computer and may be able to make modifications prior to the beginning of class.  Students may also be able to arrange for coursework to be done at a facility on campus where computers are capable of handling course demands.  If students realize they will not have access to a computer with the correct specifications, they will have time to adjust their enrollment without jeopardizing their academic performance.

The variation in computer specifications among potential distance education students at your institution is enormous.  Course designers and technology professionals should weigh the benefits of flashy, dynamic content that requires a lot of bandwidth and/or processing power with the limiting effect it could have on the enrollment of students who do not have access to computers capable of meeting the technological demand.  Whenever possible, online course designers should build in flexibility so that online course content can be presented in a fashion that accounts for technical capability.  For example, a student with a computer that meets only the minimum system requirements may choose to load a page that displays text only, whereas a student with more advanced specifications can load the same text page with the additional benefit of graphics or pictures.  Regardless of the established system requirements, it is important to clearly present them to students, to do so as early as possible in the enrollment process, and to make those requirements easily accessible to students with the help of the distance education portal.  Following is a list of some important system requirement considerations:

1. Decide what versions of operating systems/browsers you support. Supported operating systems might include:

• Windows

• Mac OS

• Variations of Unix (e.g., Linux)

Supported browsers might include any of the following:

• Mozilla
• Firefox
• Opera
• Netscape Navigator
• AOL
• Internet Explorer

If useful, decide the recommended browser for each operating system.

2. Decide minimum hardware requirements. Minimum hardware requirements might include any of the following:

• processor speed
• memory
• monitor resolution
• Internet connection speed

Supported operating system versions will indirectly dictate processor speed, memory, and monitor resolution, so you probably will not need to specify minimum requirements for them. Internet connection speed, on the other hand, could range from very slow dialup to very fast broadband.  Decide if there is a minimum Internet connection speed for your online courses.

3. Decide course-specific online course requirements.

Make decisions that enable you to answer this question: In addition to the common hardware/software requirements, what hardware/ software must a student have in order to take a specific online course? Make these decisions with the support of instructors of specific online courses.

Additional requirements could include any of the following:

• earlier, later, or specific versions of operating systems/browsers
• faster processor
• additional memory
• higher monitor resolution
• faster Internet connection
• additional software (e.g., Microsoft Excel 2004)
• additional peripheral hardware (e.g., graphic tablet)

4. Decide other minimum requirements such as:

• e-mail account
• Internet access other than at your institution

Establishing Computer Proficiencies

Students wanting to enroll in distance education courses at your institution will have a wide range of technical proficiency.  Either from education or experience, some students will be able to function in the online environment without difficulty and should be allowed to work through course content without fear of inadequate technical skills being the cause of poor academic performance.  Others, however, will want to pursue distance education without the requisite skills needed to be successful in that environment.  Those students should be identified and a system of remediation established that will eventually lead to the attainment and demonstration of requisite skills.

Student retention and success within a distance education program depend upon the establishment of an effective means of measuring student technical abilities.  For example, an orientation program may be followed by the administration of an institutionally designed test.  The test would discriminate between those students who already possess requisite technology skills and those who do not and limit online access accordingly.  By establishing a set of proficiency requirements and testing for them before a student can access online course content, an institution can create a baseline of competency that will ensure all students have the basic skills needed to be successful in an online environment.

Using a proficiency test also means turning away students, however.  Therefore, institutions having a proficiency requirement that limits enrollment accordingly also need to have an effective way to get students the skills they need.  One way for remediation to happen as quickly as possible is to include technical instruction as part of a required freshmen seminar course.  Doing so would eliminate the need to pay for additional credits and would allow previously ineligible students to enroll in a distance education course(s) after a single semester.

Following is a list of some important considerations when trying to establish technical proficiency:

1. Identify common online course computer proficiency requirements.

Strive to answer the question: What computer skills must a student have in order to take any of our online courses? Make these decisions with the support of instructors of online courses.

Minimum computer skills could include any of the following:

• using and understanding computer-related terminology

• managing local files (i.e., files on the student's computer)

• sending and receiving email, including attachments

• browsing the web

• clearing the web browser’s cache

• using search engines

• citing electronic resources

2. Identify course-specific online course computer proficiency requirements.

Make decisions that enable you to answer this question:  In addition to the common computer skills, what computer skills must a student have in order to take a specific online course? Make these decisions with the support of instructors of specific online courses.

Additional computer skills could include any of the following:

• using specific software (e.g., Microsoft Word 2004)

• using specific hardware (e.g., graphic tablet)

3. Require evidence of student computer proficiency as a prerequisite to taking online courses.

Make decisions that enable you to answer this question: How can we (both the institution and the student) be reasonably sure that the student is prepared to take online courses here? Make these decisions with the support of instructors of online courses and the IT staff.

Possible evidence of student computer proficiency might include any of the following:

• passing score on a local proficiency test

• successful completion of an introductory (or more advanced) computer course

• successful completion of an online course taken at another institution

4. Publish student computer proficiency requirements.

Make available to students the information they need to determine if they have computer skills necessary for taking online courses from your institution. If you offer local proficiency test and/or labs, include date, time, and location information. Make this information available in both online and in printed form.

Designing Policies

Because the learning environment for distance education students is different than the one experienced by traditional students, a unique set of policies will emerge that need to be conveyed to online students during orientation (Palloff & Pratt 2003).   For example, a university may enforce a 75% attendance policy for traditional students, but only require distance education students to attend a single on-campus orientation.  Or, students who have not accessed the online course content after one week of courses may be automatically dropped, whereas traditional students who do not attend during the first week will be sent a deficiency notice but will not be automatically dropped from the course.  Whatever policies an institution adopts regarding distance education students, they should be organized into a handbook that is made easily accessible to students during orientation.  In addition to publication, it is also important to make the policies applicable to all forms of distance education offerings.  Each course may have some flexibility, yet all need to conform to a general standard that is enforceable by administration and functional for students. Some important distance education policy considerations include:

Academic integrity. Institutions need to have a policy for handling instances of plagiarism, cheating, or other academically dishonest occurrences.  Because of the increase of plagiarism, institutions will often 1) prepare a statement regarding academic dishonesty that requires acknowledgement from a student at the beginning of each course, and 2) make special effort to define plagiarism to students during orientation or another form of seminar.

Accessing online courses. Delineation between prospective student, enrolled student, and enrolled student with course access needs to be made to protect the integrity of online content.

Test taking. Acceptable guidelines for test taking need to be established.  Issues such as testing location, available proctors, safeguarding test information, and student identification should be worked out and implemented in such a way that the integrity of the course is maintained and the process is functional for students and instructors.

Inactive students. Some students will not make an effort to access online content in a reasonable amount of time.  Institutions need to decide how they will handle inactive students while giving careful consideration to two issues, 1) should steps be taken to remove students from distance education courses, 2) is that policy different from the way traditional students are handled, 3) if so, is it fair, and 4) will those steps lead to successful outcomes and be beneficial for students?

Orientation attendance. Students who enroll in a distance education course should be required to attend orientation.  Because of issues such as identifying technical proficiencies, navigating the distance education portal, accessing online content, reviewing academic integrity, establishing system requirements, and creating student accounts, it is recommended that a general orientation be given to all students who enroll in a distance education course as a qualifier for continued participation.  Following the general orientation, students who demonstrate technical proficiency should also be offered a course-specific orientation that covers issues such as course content, testing, communication, assignment submittal, grading, etc.

Technical support. Institutions need to decide what forms of technical support they will offer (e.g. telephone help, email help, walk-in help), how often those forms of support will be available, and who will staff the support.  Policies regarding how students should use help should be decided upon and conveyed clearly to students using the orientation process, the online student handbook, and the distance education portal.  Staff that is prepared combined, with students who have been informed how to effectively use the support, will help a distance education program achieve a high level of student satisfaction and performance.

Attendance requirements. Depending on the types of distance education courses offered, institutions should have an established attendance policy.  These policies may differ, for example, for a two-way video course and an online course; however, if the policies are clear to instructors and staff, interventions with deficient or inactive students will be more effective.

Distance education programs benefit from the implementation of a two-part orientation process for new students.  The first part should explain the nature of the institution’s course offerings and help students determine how well prepared they are to succeed in those courses, including a required demonstration of basic technical competencies.  The second part should allow students (but only those who demonstrate technical proficiency) to access specific course content.  The two-part approach to orientation gets students familiar with the online course environment by utilizing the Online Users guide and other web portal content, establishes a baseline of technical proficiency among all distance education students by requiring a proficiency test, and outlines professor expectations and performance measures by bringing together the students that will make up the virtual classroom.

References 

Carr, S. (2000, February 11). As distance education comes of age, the challenge is keeping the students. The Chronicle of Higher Education. Available on line at http://chronicle.com/free/v46/i23/23a00101.htm

Noel, L. and Levitz, R. (2005). How Students Rate the Quality Service Climate on Campus. http://www.noellevitz.com/NR/rdonlyres/1EC5BF55-6C17-4DAE-AD34-F864375AF3BA/0/quality05.pdf

Palloff, R. and Pratt, K. (2003). The Virtual Student. A Profile and Guide to Working with Online Learners. San Francisco, CA: Jossey-Bass.