I.1 Navigational instructions
I.2 Statement introducing students to the course
I.3 Netiquette expectations
I.4 Self-introduction of instructor
I.5 Student introduction of self
I.6 Minimum technology requirements, skills, knowledge

Instructions provide a general course overview, guide the new student to explore the course website, and indicate what to do first, rather than list detailed navigational instructions for the whole course.

Instructors may choose to incorporate some of this information in the course syllabus. If so, students should be directed to the syllabus at the beginning of the course. A useful idea is a "Read Me First" or "Start Here" button or icon on the course home page, linking students to start-up information.

Examples:

• A course "tour"
• Clear statements about how to get started in the course
• A "Scavenger hunt" assignment that leads students through an exploration of the different areas of the course areas
  

The instructor's statement gives the new student an idea of how the learning process is structured including schedule, communications modes, types of activities, and assessments. These features are often found in the course syllabus.

Look for some or all of the following:

• The course schedule (self-paced, following a set calendar, etc.)
• Course sequencing, such as a linear or random order
• Types of activities the student will be required to complete (written assignments, online self-tests, participation in the discussion board, group work, etc.)
• Course calendar with assignment and test due dates
• Preferred mode of communication with the instructor (e-mail, discussion board, etc.)
• Preferred mode of communication with other students
• Testing procedures (online, proctored, etc.)
• Procedure for submission of electronic assignments
  

Expectations of student conduct online are clearly stated, however brief or elaborate they may be. The expectations themselves are not evaluated.

Examples:

• Rules of conduct for participating in the discussion board
• Rules of conduct for e-mail content
• "Speaking style" requirements, (i.e. use of correct English required as opposed to net acronyms)
• Spelling and grammar expectations, if any
  

The initial introduction creates a sense of connection between the instructor and the students. It should present the instructor as professional as well as approachable, and include more than the essentials, such as the instructor's name, title, field of expertise, e-mail address and phone.

The self introduction helps students get to know the instructor. It could include:

• Information on teaching philosophy
• Past experiences with teaching online classes
• Personal information such as hobbies, etc.
• A photograph
  

The student introduction helps to create a supportive learning environment and a sense of community. Students are asked to introduce themselves and given guidance on where and how they should do so. Student introductions themselves are not evaluated.

Instructors may ask students to answer specific questions (such as why they are taking the course, what concerns they have, what they expect to learn, etc.) or may choose to let the student decide. Instructors may provide an example of an introduction and/or start the process by introducing themselves.

Explanations of technical requirements and skills, and prerequisite knowledge and skills may be found within the course, in documents linked to the course, or in supporting material not on the course site. Look for a link to that content and/or a reminder of it for the entering student.

Technology requirements may include information on:

• Hardware
• Software and plug-ins
• ISP requirements

Examples of technology skills may include the capability to:

• Use e-mail with attachments
• Save file in commonly used word processing program formats (e.g., MS Word)
• Use MS Excel or other spreadsheet programs

Discipline knowledge prerequisites should include academic course prerequisites.

"The Quality Matters™ program (www.qualitymatters.org) is sponsored by MarylandOnline, and was supported in part by the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education."