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Online student orientation in higher education: a developmental study

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Abstract

Although orientation for online students is important to their success, little information about how to develop an online student orientation (OSO) has appeared in the literature; therefore, the purpose of this article was to describe the entire process of developing an OSO. This article describes the analysis, design, development, and evaluation phases of the OSO in higher education. The orientation consists of four modules titled as follows: (a) What is the nature of online learning? (b) How to learn in Blackboard (c) What are the technical requirements to take an online course? and (d) What learning skills and motivations are necessary for online learning? Formative evaluation was conducted to improve the initially developed OSO program. Summative evaluation showed the OSO program can be useful for future online students. Discussion and future direction of OSO program are provided.

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Authors and Affiliations

  1. Kent State University-Stark, 6000 Frank Ave. N.W., North Canton, OH, 44720, USA

    Moon-Heum Cho

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  1. Moon-Heum Cho
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Correspondence to Moon-Heum Cho.

Appendix 1: Self-efficacy items for module 4

Appendix 1: Self-efficacy items for module 4

Self-efficacy to complete an online course

How confident are you that you could do the following tasks in your ONLINE course?

  1. 1.

    Complete an online course with a good grade

  2. 2.

    Understand complex concepts

  3. 3.

    Willingly to face challenges

  4. 4.

    Successfully complete all of the required online activities

  5. 5.

    Keep up with course schedule

Self-efficacy to interact with classmates for academic purposes

How confident are you that you could do the following tasks while interacting with your CLASSMATES in your ONLINE course?

  1. 1.

    Actively participate in online discussions

  2. 2.

    Effectively communicate with my classmates

  3. 3.

    Express my opinions to other students respectfully

  4. 4.

    Response to other students in a timely manner

  5. 5.

    Provide help to other students when assistance is needed

  6. 6.

    Request help from others when needed

  7. 7.

    Effectively collaborate with other students

Self-efficacy to interact with the instructor for academic purpose

How confident are you that you could do the following tasks while interacting with your INSTRUCTOR in your ONLINE course?

  1. 1.

    Clearly ask my questions to instructor

  2. 2.

    Timely inform the instructor when unexpected situations arise

  3. 3.

    Initiate discussions with the instructor

  4. 4.

    Express my opinions to instructor respectfully

  5. 5.

    Seek help from instructor when needed

Self-efficacy to self-regulate in online learning

How confident are you that you could do following the tasks while completing your ASSIGNMENTS in your ONLINE course?

  1. 1.

    Create a plan to complete the given assignments

  2. 2.

    Regularly log into monitor course activities

  3. 3.

    Regularly participate in discussion boards when needed

  4. 4.

    Regularly check the announcements to keep up to date

  5. 5.

    Willingly adapt my learning styles to meet course expectations

  6. 6.

    Evaluate assignments according to the criteria provided by the instructor

Self-efficacy to handle tools in Blackboard

How confident are you that you could perform the following tasks while using online course tools in BLACKBOARD?

  1. 1.

    Download instructional materials

  2. 2.

    Post a new message in a discussion board

  3. 3.

    Reply to others’ messages in a discussion board

  4. 4.

    Submit assignments

  5. 5.

    Open files within Blackboard

  6. 6.

    Use the chat tool to communicate with others

  7. 7.

    Send email to others with or without attached files

Self-efficacy to socially interact with other classmates:

How confident are you that you could do the following tasks while SOCIALLY interacting with your CLASSMATES in your ONLINE course?

  1. 1.

    Initiate social interaction with classmates

  2. 2.

    Socially interact with other students with respect

  3. 3.

    Develop friendship with my classmates

  4. 4.

    Apply different social interaction skills depending on situations

  5. 5.

    Pay attention to other students’ social actions

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Cho, MH. Online student orientation in higher education: a developmental study. Education Tech Research Dev 60, 1051–1069 (2012). https://doi.org/10.1007/s11423-012-9271-4

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