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Design of Online Student Orientation with Conceptual and Procedural Scaffolding

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Learning and Knowledge Analytics in Open Education

Abstract

This article reports a study about the design and development of an orientation course to prepare students’ readiness for online learning. Based on the Instructional Design Process Model, the research project applied the Analysis, Strategies, and Evaluation phases. The analysis identified the complexity of concepts and procedures to be addressed in preparing students and the technology affordance that could be utilized. The strategies of development focused on conceptual and procedural scaffolding that aligned with learning activities and assessment methods. The formative evaluation included collecting and analyzing data related to student performance in the course and students’ reflections in online discussions. More than 600 students voluntarily participated in the course. The formative evaluation results demonstrated that over 95 % of those who completed the course gained technology competency, understood learning strategies, and identified characteristics of successful online learners. The applied thematic analysis of student reflection transcripts revealed that perceived usefulness, readiness for online learning, and effective design were the top three themes with frequent code co-occurrence. The key takeaways include the design and development process of an online orientation course from an instructional design perspective and the methods used for assessment.

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Acknowledgments

Dr. Donna Sundre guided the development of the end-of-orientation questionnaire (EOQ) as well as the assessment project. Angela Bernazani, Jeff Kosovich, Mandalyn Swanson, Dr. Laura Williams, and Dr. Shenghua Zha provided help in planning for the assessment project, mapping objectives, and writing the EOQ questions. Elaine Roberts Kaye contributed in the pilot implementation of the orientation course and data analysis. Dr. Lincoln Gray provided editing suggestions.

Author information

Authors and Affiliations

  1. James Madison University, Harrisonburg, Virginia, USA

    Juhong Christie Liu & Andrea Adams

Authors
  1. Juhong Christie Liu
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  2. Andrea Adams
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Corresponding author

Correspondence to Juhong Christie Liu .

Editor information

Editors and Affiliations

  1. Indiana State University, Terre Haute, Indiana, USA

    Feng-Qi Lai

  2. Purdue University , West Lafayette, Indiana, USA

    James D. Lehman

Appendices

Appendix A—Time Management Worksheet

Time Management Worksheet

This tool is to help you track the tasks and related activities when you take courses during summer sessions. Certainly study is of priority during the time; however, other personal activities, such as sleeping and maintaining social life, are also important. Successful completion of the compressed summer-session course(s) needs your plan and balance of different activities.

Remember—Total Hours Per Week: 168

Your Name:

Appendix B—End-of-Orientation Questionnaire (EOQ)

Appendix C—EOQ Items Mapping with Orientation Objectives

Objectives

Assessment methods

EOQ questions

Item#

O-1. Demonstrate metacognitive awareness regarding motivation and time commitment to online courses

End-of-Orientation Questionnaire (EOQ)

Online Learning Motivation

#1, 9

End-of-Orientation Questionnaire (EOQ)

Time Commitment

#1, 2

Canvas Orientation site track completion of self-assessment about online learning readiness

  

O-2. Match the technical requirements from the program for the installation and facilitation on their own devices

Checklist or Tracking with Technologies

 

# 4,

End-of-Orientation Questionnaire (EOQ)

Factual knowledge items about computer configuration

O-3 .Identify representative characteristics of a successful online student

End-of-Orientation Questionnaire (EOQ)

Awareness of successful online learning tips

#2, 3, 9

Post comments to online discussion forum after watching the recording

  

O-4. Identify appropriate methods for contacting technical assistance and technical support staff.

End-of-Orientation Questionnaire (EOQ)

Factual knowledge items about appropriate contact for support

#5–8

O-5. Demonstrate knowledge of online learning management system by successfully completing the following tasks:

 A. Download a full-text article from the orientation course site and save it locally on a computer or mobile device;

 B. Submit an assignment, i.e. an uploaded article, to Canvas;

 C. Create an online discussion entry

 D. Take an online quiz/survey

 E. Check grades

 F. Participate in a Blackboard Collaborate web-conferencing session

Canvas progress moderating of task completion

  

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Liu, J.C., Adams, A. (2017). Design of Online Student Orientation with Conceptual and Procedural Scaffolding. In: Lai, FQ., Lehman, J. (eds) Learning and Knowledge Analytics in Open Education. Springer, Cham. https://doi.org/10.1007/978-3-319-38956-1_5

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  • DOI: https://doi.org/10.1007/978-3-319-38956-1_5

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-38955-4

  • Online ISBN: 978-3-319-38956-1

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