Last week, Western Connecticut State University launched the fall semester online. We had hoped to open with a blend of online and on-ground experiences, but an uptick in COVID-19 cases in the city of Danbury put us on pause. We are still optimistic about moving to some on campus experiences, but in the meantime, we are in a strange in-between world where we are online only, with an expectation of on-ground eventually. This is a very complicated instructional design challenge. Already, our students are feeling adrift.
When designing for online only, and when students willingly enroll in online only programs, the expectations for instruction are clear. Faculty will choose a variety of strategies for connecting with their students, and though not all courses will be the same, some things are pretty standard. For example, most courses designed for online instruction include an opportunity for introductions. This is often a simple discussion thread where everyone, including the professor, says a few things about who they are and why they are interested in the topic. In most cases, there is also a requirement of some number of responses to peers just to make sure that people start to get to know each other.
This is something we do without thinking in classrooms. We usually spend a little time on the first day doing ice breakers, asking for introductions, and helping students get a sense of who we are as professors. In the online world, we have to think about putting this into the first week experience. Even if the rest of the course is primarily focused on independent work, that little moment to humanize the learning experience makes all the difference to students’ comfort levels.
Unfortunately, if the course was designed as a hybrid experience this step might have been missed. It is likely that faculty thought they would do introductions in the face-to-face part, and now they are jumping into the course material without this vital step. This is kind of alienating to students, especially those who did not want to be online in the first place. The grumbling has begun.
Good news. This one is not too hard to fix. Even in week two, introductions can go a long way toward building community and trust. It is okay to back up for a second. Here are a few good ways to do so:
- Add a discussion thread for introductions today and start it with a faculty bio to start. If possible, there should be a few ideas about what to include in the intro to keep things interesting.
- Enhance the above by asking for photos of favorite things, places, activities.
- Enhance the above with video snippets to support the intro.
- It might be nice to award a point or two, so everyone gets a little something for their effort.
In addition to getting to know each other, students who expected to have some face-to-face experiences really wanted that overview of the course that faculty so naturally do as they discuss the syllabus on the first day. With the somewhat abrupt switch, some faculty may have skipped the overview and launched directly into the course material. While the material and the assignments might be exactly what is typically covered in the first class, that missing overview is disorienting for our students. It gives the impression that they are “just teaching themselves.”
Once again, this is not too difficult to remedy. I recommend video for this, but audio is also fine. Record a brief introduction to the material, discuss course expectations, and then go over the syllabus. This should not be longer than 4 minutes. (No one watches things like this that are longer than that.) Doing this work and posting it on the first page of the course will let students know that their professors are actively engaged in creating the learning experience. Without it, students often feel like they just should have read the book on their own.
It would also be great to approximate a few of those casual conversations and opportunities to ask follow-up questions that often happen before and after class. We all know that web conferencing tools do not really support spontaneity in largish groups, but they are excellent for drop-in office hours. Scheduling one or two opportunities each week for students to pop in and ask a question can be very helpful, especially at the start of the semester. Like on-campus office hours, attendance will vary. To encourage participation, you may wish to set topics at the start. Or not. Like on-campus office hours, you can work on other things while you wait. Creating these opportunities for conversation will help students feel supported.
One last thing. It is probably a good idea to do at least one thing in groups. For some faculty, there are lots of group activities woven throughout the course. Groups might work without the instructor, and then turn in projects each week or so. Other faculty like to have groups take place during the designated course time and pop in to interject and steer the conversation. These are great strategies. But, if none of this was in the original course design, then just a small effort can go a long way. Consider some fun reasons to group students, perhaps around some of the interests they posted in the ice breaker activity, and set them up as a study group. (Create a space in the course shell for this). Give a little guidance on the first thing to study for–perhaps insight into a first assignment or quiz–and encourage students to send a representative to the drop-in office hours for any follow up questions. This small step will help students connect with each other. Those connections are more important than ever in this COVID-19 world.
Now, none of what I described above is foreign to those designing a fully online course, and I suspect many of those who prepared for that modality already did these things. But for those who prepared for blended teaching, these steps might not have been in the plans. I offer the above as simple strategies that require no redesign of the course, but just layer on a few small activities to build the human into the course. It is a small effort that can make a big difference. After all, we still want to be a community, even if it is remote.