Course Overview and Introduction

Instructions provide a general course overview, present the schedule for activities, guide the new student to explore the course website, and indicate what to do first, rather than list detailed navigational instructions for the whole course. Instructors may choose to incorporate some of this information in the course syllabus. If so, students should be directed to the syllabus at the beginning of the course. A useful idea is a Read Me First or Start Here button or icon on the course home page, linking students to start-up information.

Hybrid Courses: Instructions in the online classroom make it apparent to students that this is a hybrid course with both online and face-to-face components and activities. Specific instructions are given that indicate the requirements for participation in both the online and face-to-face portions of the course. The introductory information clearly states when and where students should participate each week, and a structured set of topics and schedule is provided for each face-to-face meeting.

The instructors statement gives the new student an idea of how the learning process is structured, including schedule, communications modes, types of activities, and assessments. These features are often found in the course syllabus, but they may also be found in an introductory or welcome document.

Hybrid Courses: Instructors should explain the overall purpose of the online and face-to-face portions of the course, and how they work together and reinforce each other. The instructor indicates how and why both formats are important to the learning, and the value that each format brings to the students learning experience.

Expectations of student conduct online and in the classroom are clearly stated, however brief or elaborate they may be. The expectations themselves are not evaluated.

• Rules of conduct for participating in the discussion board.
• Rules of conduct for email content.
• Speaking style requirements - use of correct English required as opposed to net acronyms.
• Spelling and grammar expectations, if any.
• Rules of conduct for classroom participation.
• Expectations for the tone and civility used in communicating with fellow students and the faculty member, whether the communication be via electronic means, telephone, or face-to-face.
• A link or reference to the schools student handbook/code of conduct.

The initial introduction creates a sense of connection between the instructor and the students. It should present the instructor as professional as well as approachable, and include the essentials, such as the instructors name, title, field of expertise, email address, and phone number. The self introduction helps students get to know the instructor and should extend beyond the essentials.

Hybrid Courses: The instructors self-introduction should be available electronically for students who missed early face-to-face meetings.

Quality Matters Suggestions:

• Information on teaching philosophy.
• Past experiences with teaching online classes.
• Personal information such as hobbies, family, travel experiences, etc.
• A photograph.

The student introduction helps to create a supportive learning environment and a sense of community. Students are asked to introduce themselves and given guidance on where and how they should do so. Student introductions themselves are not evaluated.

Instructors may ask students to answer specific questions (such as why they are taking the course, what concerns they have, what they expect to learn, etc.) or may choose to let the student decide what to include. Instructors may provide an example of an introduction and/or start the process by introducing themselves.

Hybrid Courses: The opportunity for introductions should be available electronically for students who may have missed the opportunity during early face-to-face meetings.

CVTC Example:

• Introductory Discussion Board Forum - Carol Robarge 

Explanations of technical requirements, technical skills, and prerequisite knowledge and skills may be found within the course, in documents linked to the course, or in supporting material not on the course site. Look for a link to that content and/or a reminder of it for the entering student.