The Online Course Lead-in: Reimagining the First Weeks of School

https://doi.org/10.9743/JEO.2022.19.2.1

Abstract

In Spring 2020, the traditional mode of content delivery in postsecondary education switched overnight from face-to-face to online. As a result, knowledge about best practices in online pedagogy became crucial. To address the challenging task of re-envisioning teaching practices and learning in a new medium, this article proposes a heightened focus on the beginning portion of the online course experience. At any level of education, maximizing the first weeks of a course can set the necessary foundation for student success. When a course is transitioned to an online environment, getting started can seem daunting, for both the students and the teachers. We propose using a course lead-in, a strategy that uses retention theories to consider potential student barriers and serve as a guide to prepare students for success in online learning. Sample items from the proposed course lead-in are also shared within the article.

Keywords: instructional design, retention, course lead-in