If induction is to be fully online, a “pick ‘n mix” style structure is appropriate as it allows for students to access the resources that will fill the gaps in their knowledge/experience without having to work through every resource. The online induction should include the following:
- Demos and guides on using different learning objects and resources students will encounter
- Guides on how to access university tools and resources
- Study guides and support documents e.g. how to manage time
- Guides to referencing, reflective writing,
- Assessment strategy
- Guidance on key contacts and information on tutor availability
The last point is particularly important as an online course that is available 24/7 and allows for self-directed learning suggests 24/7 access to tutors and a support structure. It is therefore vital that all students know when their tutors will be available and when they can expect a reply as well as where they can find many answers to their questions themselves or find support.
Tutors should be provided with a demo of the induction material before it is sent to students to ensure they can adequately signpost to resources to help students and not spend time trying to find resources.
One thing missing from an online induction is the ability for students to easily start building up a peer group and relationship with others on their course. Encouraging the use of an online discussion board as part of the induction partially replicates this interaction. Giving the students a simple task like posting an introduction on the forum also gives them a task that introduces the use of the boards. Once introduced students can choose to use it as a space to discuss the course or not, depending on their personal choice.
Bluemink and Järvelä (2004) suggest a blended induction with some face to face sessions reduced dropout rates for distance learners and therefore some induction tasks that are better suited for face to face interactions, such as group icebreakers, meeting tutors and an “IT support drop-in centre” for help with basics like accessing email and Blackboard may lead to better retention of students and provide them with a feeling of being part of the University instead of just being at a distance.
From a design and accessibility point of view, the general induction space should be separate from Blackboard to avoid issues with logins and delayed receipt of login details. While a Swansea University hosted Wordpress site would be the obvious choice, the lack of customisation in regards to plugins to create a bespoke and appropriate induction space limits its usefulness. If these limits can be removed or separate hosting within the university could be found to host a bespoke WordPress install this would be preferable to seeking hosting externally.
This induction space should be generic to multiple courses to allow for it to be used by others instead of each course having its own induction space. Course specific material would be hosted on the appropriate Blackboard site as this would ensure that students did not get confused by this specific material.
Finally, the course handbook should be linked with the induction material with an interactive PDF version made available and also augmented with QR codes that linked to examples and further details.
Based on research by:
- Jones, Jones and Packham. E-learning induction design for an undergraduate enterprise degree (2009)
- Motteram and Forrester. Becoming an Online Distance Learner: What Can be Learned from Students’ Experiences of Induction to Distance Programmes? (2005)
- Bluemink and Järvelä. Face-to-Face Encounters as Contextual Support for Web-Based Discussions in a Teacher Education Course (2004)