Face to Face (f2f) teaching and learning has been occuring for thousands of years. We can read Plato's work and learn about ancient greek pedagogical strategies. And who hasn't heard of Socratic Method of teaching? Both teachers and students know what to expect the first day of class; however, in web-based classes (esp. if their is no f2f orientation) neither students nor instructors have thousands of years of experience to draw upon. What the heck do we do?

Condrad, D.L. (2002). Engagement, excitement, anxiety, and rear: Learners' experiences of starting an online course. American Journal of Distance Education, 16(4), 205-226. Retrieved 20 October, 2007, from Academic Search Premier.
This essay reports out on a study about students attitudes with online course materials. I like that it stress the importance of what happens at the beginning of the course. For example it says that most students want access to the course prior to the start date and want everything to be complete (esp. syllabus and schedule). The article also talks about when an instructor should first make him/herself known, including a discussion of what types of content and style that first message should include (official and personal, more casual). The results of the study also said that most students did not believe the course had really begun until the started to interact with course content. Definitely worth reading if you plan to teach online!

• Comments by Shelley: One thing I really don't agree with is the "let students in weeks in advance." Although I am all about doing things that better facilitate student learning, I also want students to realize instructors on the other side of the screen are human as well. If you put the course live, they'll start it! I like that they dicussed what happens if a number of students get started early and then the rest trickle in on the actual start date; it looks like the "on time" students are already "late & behind." I will, however, completely agree with the fact that a course should be pretty much completely constructed and ready to roll the first day of classes (before you make it live). My first CIS236 crew should totally understand that since we all found out at the last minute the course was actually going to happen. It's disconcerting to students to "know" they have work and only have bits and pieces of the expectations and materials.

Littlefield, J. (2007). 10 Most Important Things You Can Do During Your First Week in an Online Class. About.com: Distance learning. Retrieved 20 October, 2007, from http://distancelearn.about.com/od/distancelearning101/a/FirstWeek.htm
Although this article is directed to students, it gives instructors an idea of what students want, and are being encouraged , to do the first week of class. My question to instructs is: how can we better facilitate these steps for students?

• Comments by Shelley: I've done some of the following to help with these steps (I've made parallel comments to the numbers in the article):

1. Have all the assignments up so that they can see them; I also include that blurb about time in my syllabus. Many students cram online courses into their already full schedules thinking that because they don't need to make time for the f2f class, they can do it. They forget that the course still needs hours of work, remind them early!
   
2. Include the ISBN number of the textbook in the textbook listing (many students now shop for books at Amazon.
3. My tech tips part of the syllabus helps with reminders of virus protection, ad- and spyware, etc. I also try to give the tip about using Firefox as their browser, less problems, especially security. (FYI...MCC's version of WebCT also plays better w/Firefox as well.)
4. Build in an "introductions" assignment. I also have started keeping a roster page that I share with everyone that eventually includes everyone's email addresses (and any required account URLs).
5. Although I chalk the first week of online classes to "learn the technology," actually assign work that helps them learn the technology, start participating, and build community.
   
6. Again, the shared roster does this well!
7. If you have your course organized in repetitive modules, describe these typical modules to the students in your syllabus. Repetitive modules are probably the organizational method least likely to lose students throughout the semester.
   
8. Have the schedule available for them on day one. If you are using something like Google, share a calendar!
9. Have consistent repeating deadlines (I find Saturday's a midnight generally the best for online courses, can do work for one deadline on Saturday, and work for the next deadline on Sunday) so that students can set up their own consistent working schedule.
10. I believe in a social constructivist pedagogy that requires that students interact with one another; however, I realize that many students take online courses to get work done on their own. I try to balance these types of assignments so that students can work ahead on some assignments; but, also need to wait and interact with others for other work.
11. Comment by Doug: I always try to get students to study in groups, 2,3 or4. I also facilitate the formation of these groups. However, sometimes, like this semester, no-one is interested. Do on-line students interact more readily with other students? Is there a feeling of safety in anonymity?

12.Comment by Sue - Many of the on line students I had last semester knew each other from work and were resistant to meeting and working with new people. I know that some of the one's from other areas were trying to find work partners and I felt bad for them
because they were basically ignored. I ended up letting them do their last project by themselves - do you think that was ok?

Comment from Lorna:
On point #4, introductions. I developed the first online course in the library program, and this has always been a component. Th students upload a photo to the WebCT dropbox, and email me a brief bio. I put it all together into the "OUR CLASS" web page. In courses that have been developed more recently, this element has been missing. Many students have commented that they really liked this. While it was a lot of extra work for me, formatting pics, etc., I'll continue to do it. But, I'll make it easier on myself by having the students do the work. I really like how Peter managed the introductions in his class.

Starting Strong: Tips for Becoming a Top Online Student. Insidetrack. Retrieved 20 October, 2007, from
http://www.insidetrack.com/pdfs/Starting_Strong.pdf
This is a concise (two-page) collection of tips for students on how to prepare for success in an online class and guides students in making the best use of their time while waiting for an online class to begin. Tips cover: making contact with the college support team, setting up efficient workspace, managing time, becoming familiar with the online classroom, understanding one’s own motivations and priorities, enlisting support from people in your personal life, and making sure everything is in place for online success.
· Comments by Linda: I’ve found that online students are often highly motivated to get started and complete work quickly. Shelley has pointed out some of the problems with allowing students to start a class before its official beginning date, so what can we do to keep them gainfully occupied while they’re waiting? This flyer-style tipsheet in pdf format for easy printing and hanging on a bulletin board is a perfect starting point. A link to this page could be included with a welcome letter or other point of first contact.
Comments by Sue:
This time I tried a welcome letter and a how to log onto blackboard and felt better about the start of online teaching again. I hadn't done it for the first class, but I felt it gave the students something to help them to look forward to the first class. I asked for responses back - some did and some didn't. I think until a student tries an online class they won't really know what they are in for.


Getting Started Online: Advantages, disadvantages and getting started.
Retrieved 25 November, 2007, from

http://www.vfc.project.mnscu.edu/
This self-paced tutorial is designed for Minnesota college faculty members interested in learning more about teaching in an online environment. It offers a review of current literature in the field through readings on key topics, practical tips and suggestions for online teaching, and links to Internet resources for further study. The tutorial is divided into four modules, each of which also contain points to ponder, an instructional activity, and a short quiz.
In this tutorial, you'll have a chance to explore some of the advantages and disadvantages of teaching in an online environment, as noted by faculty experienced in online instruction. A variety of resources is presented that should allow you to learn more about what it's like to teach online, the instructional and technical issues that must be accounted for, and key factors that contribute to student success in this new learning environment. Hopefully, you'll be able to form your own opinion about the efficacy of online instruction and will be familiar with resources and tools that can help you get started in the development of an online course, whether it's a web-enhanced, hybrid, or completely online course.

Comments by Margarita: This is a very good website from Minnesota College for both students and teachers on Getting Started Online:

The website is divided into 4 modules: Online vs. Face-to-Face Instruction, Student Success Factors in an Online Learning Environment, Starting Small: Using Web-Enhanced or Hybrid Delivery Methods, and Finally Organizing your Online Course.

I found The Online vs. Face-to-Face instruction Quiz a good tool to reflect about online course expectations.
The module, Student Success Factors to keep in mind was also helpful in the sense that the student’s success in online education determines whether that student will embrace online learning and enroll in future courses. The teacher’s role and participation is an essential key factor in student retention and success.

E-moderating: The Key to Teaching and Learning Online, by Gilly Salmon. 2004, (2nd ed.) London: Taylor & Francis. Review by Jonathan Dougherty.
http://www.elearning-reviews.org/topics/pedagogy/communication/moderating/2000-salmon-emoderating/
As a geographer, I think in pictures. So I find Salmon's 5-stage model very helpful to get a handle on her $165 book in a hurry. From Learning Networks online course about Salmon's "E-moderating", the first week is all about access: "(1) Getting people communicating, (2) Encouraging participation, and (3) Establishing the value of being a reflective learner." I think these provide a workable "big picture" perspective in which to add the subheadings of things to do
the first week of class. (added by Peter C.)

University of Maine. Getting Off to a Good Start: The First Week http://www.learn.maine.edu/faculty/good_start.php
A couple of points stood out in this article:
1. Find out who has not been successful in getting into the class.
2. Contact (by phone) any students that have not shown any activity after the first week.
(Added by Lorna)

Illinois Online Network (2007). Instructional Strategies for Online Courses from http://www.ion.illinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp This site includes tips for instructional strategies categorized by formats used for online teaching and learning environments. For example: some of the tools discussed are: discussion, lecture, mentorship, small group work, and collaborative learning. The tips shared are practical with suggestions for different modes for the formats. (Added by Annapurna)