Induction, or orientation, for online students is an essential component in delivery that improves the confidence of students and contributes to the smooth running and efficacy of the online programme. This article will explore key elements of online induction including:

• the use of study guides
  
• introducing students to the technology to be used
  
• confirming that the technology works for each student
  
• building a relationship between student and teacher
  
• using icebreakers to build online group dynamics

Induction is a key element for face-to-face learning though many of the techniques used can be taken for granted. When starting a class in face-to-face learning, students need to:

• know where and when to meet and how to get there
  
• know what they will be studying
  
• get to know their teacher
  
• get to know other students
  
• know how to access resources

Face-to-face induction is generally achieved through initial orientation processes (where classrooms are and what their timetable is) and/or during the first class (programme outlines, what resources are needed, who their teacher is and how they will work with other students). Providing the same level of induction in an online environment is even more important as the student will not necessarily be provided with this as part of their general information.

They may also be working in an online environment that is unfamiliar to them, with tools they aren’t confident with and with people they may never meet. The student therefore needs to:

• know where to access the class online
  
• be provided with details of the class including deadlines and expectations
  
• get to know their teacher (who they might not meet face-to-face)
  
• get to know their peers
  
• be able to understand and use the technology
  
• be able to understand how to seek help

STUDY GUIDES
A study guide can be a useful way to share essential information with the student about the nature of the subject they will be studying, how they will access it, what is expected of them and where to go for help. This could be in the form of a word processed document that is distributed via email or web-based learning environment or in hard copy to students pre-course or as the course begins. Typical information that a study guide should contain would include:

• web addresses of online learning environments, course materials, key resources
  
• contact details of teacher and other key staff
  
• contact details of technical support
  
• any passwords or security details they will need
  
• learning objectives and assessment criteria
  
• what is expected of them as an online student, such as:
  
  • frequency of participation
    
  • expected response times
    
  • meeting deadlines
    
  • health and safety
    
  • virus protection
    
  • confidentiality
    
  • appropriate behaviour
    
  • working with others online
• what they can expect from their teacher, which could include:
  
  • response times
    
  • nature of feedback
    
  • nature of involvement in group projects
    
  • technical support
• details of the technology to be used, which could include references to online tutorials or support to ensure they have the necessary skills
  
• assessment information
  
• deadlines and important dates
  
• list of resources related to the course

WORKING WITH TECHNOLOGY
Students may be new to studying and working collaboratively online and need some induction to using online technology and working with others. Even those who have studied online before may need help with new technologies or getting to know their online peers. It is important that students are given the opportunity to do this before they begin to focus on the content of the course. This can be achieved through several induction activities, preferably forming the start of a course, though a certain number could be achieved pre-course. The following are some key support strategies that can be provided.

Make sure students understand basic course information
Sending a study guide is no guarantee that students read and understand it. In a face-to-face situation, a teacher would be able to ask for feedback or use their understanding of body language and expression to ascertain whether students understand basic course information. In an online situation, the teacher may need to have a more structured way to ensure students understand. An example of an early activity that could be used is to ask students to complete a quiz, either web-based, sent via email or available on the class website, that asks them key questions about details contained in the study guide. This gives students an incentive to read the study guide, confirms their understanding and also can confirm other information such as their email address or ability to access the class web site.

Make sure the technology works for each student
Whatever technology students will be using, such as email, the World Wide Web, word-processing software, a web-based learning environment, a web-based conference facility (also known as a discussion board) or chat, needs to work sufficiently for every student. Early activities can be designed to confirm that the student has access to the required technologies and also the skills to use them competently. Some examples of simple activities include:

1. Students send an email to the teacher with a word-processed document attached containing a paragraph that outlines their experiences with online communication. This confirms their email address, that they can send an email, that they can create a word-processed document, that they can attach it to the email and also allows them to share something about themselves.
   
2. Students use a number of search engines to search on a topic of interest to them. They then send a report to their teacher outlining what problems they encountered and including the web addresses of the three best web sites they found. This confirms their ability to do a simple web search, that they can communicate web addresses accurately and highlights any problems they may have using the Internet.
   
3. In a designated group, students have to use a discussion board to find three things they have in common with each other. This confirms they can access the discussion board and use it to post and reply to messages.

Give students time to get used to the online environment
Studying online for the first time can be an intimidating experience and students may lack confidence in their own technical ability. Make sure any initial activities are light, social and seem achievable so that students are distracted from their worries about using new technology and working in a different environment.

WORKING WITH EACH OTHER
Good communication, essential in any quality learning experience, is especially important in online environments where our more familiar ways of interpreting our interactions are not always possible. Students often never meet. It is not unusual for the teacher and student never to meet. Therefore, you'll need to ensure that a set of processes are put in place that will facilitate good communication both with and between students.

Build rapport between student and teacher
The relationship that the teacher builds with each student at the start of a course will have an impact on the student’s confidence throughout the course and how secure he or she feels within the online environment. To enhance a student’s confidence, the teacher could:

• send a pre-course email, reassuring the student and personally welcoming them to the course
  
• respond promptly to emails, especially at the start of a course
  
• make sure responses are personalised and directly address any concerns expressed by the student
  
• ask questions that show they are interested in the student as an individual
  
• intervene quickly and supportively if the student seems to be having problems
  
• reassure students as to their ability to work well online
  
• give overt praise where it is due
  
• direct students to further help if needed

An early activity could be designed to facilitate this. For example, students could be asked to send an email to their teacher outlining the hopes and fears they have for the course. This allows the teacher to respond quickly and supportively directly to the student and helps the teacher build an understanding of the student’s needs and abilities.

Build rapport between students
Icebreakers are commonly used in corporate training and tertiary education to help students who may never have met before break down social barriers quickly and start working as a team. These can be used online as easily as face-to-face and can be an important way to build online group dynamics and to help students learn how to work together in an online environment. Online icebreakers can serve an additional purpose if they allow students to practise using online technologies whilst also working together. Examples of icebreaker activities, which could be email based or designed to use chat or discussion boards, include:

1. Email postcard
   Students send a short email to other group members telling them a little about themselves or what their day was like.
   
2. True and False
   Each student posts two statements about themselves, one true and one false. Group members have to guess which is true. When all have guessed, the answer is revealed.
   
3. Round Robin Quiz
   Each student asks a question on a topic of interest to them, for example “Who directed the film The Pianist?”. Group members must search for the answer on the Internet, giving the solution and the web address where they found it. They then post their own question.
   
4. Three things in common
   Students communicate until they can find three things they have in common with each other.
   
5. Ground Rules
   Students work collaboratively to produce a list of guidelines, or ‘ground rules’ for working together online.

Decisions about which specific set of strategies to use in your online student inductions will vary depending on the nature of the course being delivered and also the needs and abilities of students. Some aspects, such as icebreakers and the sharing of course information, may be achievable through initial face-to-face meetings, if these are viable, though familiarisation with the technology to be used and confirmation of online access and abilities may always need to be offered as online elements. Integrating an induction into the early stages of any online programme can be a key to the successful progress of students as well as the overall health of online learning within an institution.