The Course Welcome Module is a student’s first stop in the course. Assuming students are able to orient themselves in the course, especially in the online environment, is a huge pitfall. Course information should be easy to find and access in order to minimize frustrations and ensure students aren’t lost. Using subfolders to organize & group documents, giving links descriptive titles, clearly labeling each item, and following an established module flow can help make the Course Welcome Module more organized and easier for students to navigate. Keep in mind that during the first week of classes, students are being presented with an overwhelming amount of information, so it’s important they can return to the Welcome Module information later on in the semester as needed. Introduce the Course Module in your overview video and refer back to it consistently throughout the course, so students remember to go back to it.

Resources

• OSCQR Standard #1 – “Course includes Welcome and Getting Started content.”
• OSCQR Standard #2 – “An orientation or overview is provided for the course overall, as well as in each module. Learners know how to navigate and what tasks are due.”
• OSCQR Standard #16 – “A logical, consistent, and uncluttered layout is established. The course is easy to navigate (consistent color scheme and icon layout, related content organized together, self-evident titles).”

Research

• Simunich, B., Robins, D. B., & Kelly, V. (2015). The Impact of Findability on Student Motivation, Self-Efficacy, and Perceptions of Online Course Quality. American Journal of Distance Education, 29(3), 174-185.

The Welcome Module is a great place to greet your students and fill them in on what to expect in the course. A course welcome video is a great opportunity for students to make a connection with the instructor, especially in the online environment. should be one of the first things students see in the course. Regardless of the modality you choose (a video, written bio, etc.), an introduction to the instructor gives students an opportunity to get to know your personality, expertise, and passion for the field. Some questions to consider when writing your intro to the instructor:

What is your name, title, and field of expertise?

Where did you grow up?

What are you passionate about?

What is your educational background?

How did you become interested in the field?

What is your teaching philosophy (briefly)?

The course welcome video gives students an overview of the course topics and what they can expect in the course. It should also speak to how this is relevant to a student’s collegiate career and beyond. beyond college. Sets the tone for the rest of the course. This can be a short 3-5 minute video and should convey some enthusiasm regarding the learning journey ahead.

Resources

• OSCQR Standard #2 – “An orientation or overview is provided for the course overall, as well as in each module. Learners know how to navigate and what tasks are due.”
• OSCQR Standard #40 – “Learners have an opportunity to get to know the instructor.”

Peer interactions are essential to creating a sense of community. This is especially important in online learning, where feelings of distance and solitude are more prevalent. Getting to know each other helps create social presence, which in turn mitigates the feelings of isolation, builds trust, and creates a community of learners. Create a space where students can talk about themselves freely, so connections can be made based on mutual interests, strengths, etc. 

Resources

• OSCQR Standard #41 – “Course contains resources or activities intended to build a sense of class community, support open communication, and establish trust (at least one of the following – Icebreaker, Bulletin Board, Meet Your Classmates, Ask a Question discussion forums).”

In an ideal world everyone would see the same information or course set up and know exactly what to do or where to go next. In reality, we all know this is not the case. It’s best to be prepared for the inevitable questions. It’s crucial to answer student questions in the first few weeks for engagement; don’t lose students to confusion & navigation frustration. Helps you as an instructor stay organized (your inbox is not overflowing, it’s specific to the course or section) and make improvements (you can look back on this data and make informed changes for a better course experience). Post questions. Everyone is busy, including faculty. Give students an opportunity and a space where they can voice their concerns, voice questions, frustrations, get help. Having a dedicated FAQ area is helpful for a few reasons: ensures questions are not lost in the shuffle, other students can learn from the same questions or it may be a recurring question, the question may be answered quickly by a peer instead of waiting on the instructor. Students are also contributing to knowledge and it helps further a sense of community and trust among students. Especially in the online environment. 

Resources

• OSCQR Standard #41 – “Course contains resources or activities intended to build a sense of class community, support open communication, and establish trust (at least one of the following – Icebreaker, Bulletin Board, Meet Your Classmates, Ask a Question discussion forums).”

Students can provide invaluable feedback on the course experience and design, which can be used to make adjustments to the current course and inform future design choices. Providing a channel for feedback and encouraging students to share their thoughts shows the group that their opinions are valued and empowers them to shape the course experience. 

Resources

• OSCQR Standard #50 – “Learners have multiple opportunities to provide descriptive feedback on course design, course content, course experience, and ease of online technology.”