During the first week of class, invite students to introduce themselves and acknowledge other student-participants (preferably by name). Use personal e-mail to reach students who are not participating or who have become inactive for more than one week in online discussion forums. (The course manager will also address this issue.)

• The first weeks of class are critical in helping students feel comfortable in an unfamiliar learning environment.
• Because there is no face-to-face contact, students depend on the instructor’s acknowledgment for affirmation that they are proceeding in an acceptable manner.

Post each week’s assignments or topics of discussion in the online classroom on the day prior to the beginning of each class week.

• Time management is a crucial factor for students.
• Each student logs into an online classroom on different schedules.
• It is important to allow students to plan their coursework and participation schedules in advance.

This procedure also provides reinforcement of assignment deadlines and expectations.

While instructor work schedules will vary, it is recommended that instructors log on and participate a minimum of four times per week—this will also vary depending on the type of class taught. Frequent intervals of brief instructor participation are preferable to longer intermittent periods.

• Students need reassurance due to the lack of contact provided by face-to-face meetings.
• Students may assume instructors are not present if they do not see regular class postings.
• Online interaction is dynamic and fast-paced; frequent participation makes an online course more manageable if the instructor is more responsive.

Instructors need to provide substantive feedback for assignments and discussion topics, particularly on the assignments during the first weeks.

• Students often feel uncertain about delivery of their work in the online environment and need prompt affirmation they are on the right track.
• The online avenue increases the importance of "starting off right."
• Respond to students via personal e-mail to answer questions that might not be relevant to the entire class, but address issues that might benefit all in open forums.
• Attempt to answer questions within a day or two.
• Chat sessions with one or more students may be scheduled to provide real-time "virtual office hours" in addition to e-mail communications.

Responsiveness is of great importance to online students. Open forums and personal e-mail allow instructors to respond appropriately, in a timely fashion, and provide tools for better course management.

Whenever possible, include student participation in the grading criteria, and encourage students to respond to others, and not only to instructor comments, by redirecting and guiding communications. Instructors must sometimes "hold back" to allow students to respond, and at other times must intervene to stimulate waning discussions.

• Students need encouragement to participate in online discussions.
• The instructor can facilitate and foster a deeper level of student involvement with online discussions.

Instructors need to employ facilitative methods or incorporate some elements of student-centered activities rather than entirely depending on lectures and instructor-centered presentations. Instructors may call on Instructor Development trainers to assist them in finding an online teaching model that best suits their teaching style.

• Interactivity is the number one concern students have related to distance learning.
• Multiple instructional strategies work particularly well in the online environment, taking advantage of diverse student learning styles.
• Multiple strategies also aid in supplementing and managing instructor time.

Instructors need to take into consideration the fact that UCLA Extension students are predominantly adult learners, not beginning college students.

• Relate to the experience and talent that many students bring to a class.
• The UCLA Extension audience consists mainly of working professionals with busy schedules (average age is 43 years old).
• Students’ diverse experiences and talents bring an added element of interest and valuable resources to the class.

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