HELLO...? HELLO...? HELLO...? IS THERE ANYBODY OUT THERE...? This parody on the opening lyrics to Pink Floyd's "Comfortably Numb" aptly describes many new online learners' initial experiences. It's the first day of class of their first online course. As they rush home from work or school, they are both excited and apprehensive. They turn on their computer, they open their e-mail and...
Most students spend years in traditional education. They are familiar with the classroom environment: desk, text, white board, teacher, other students. Many students even look forward to the next class where we will renew friendships, rejoin the student camaraderie and face new challenges. They know what to expect. They are in a comfort zone.

But what about the online learners? Their physical surroundings, home or office, are familiar. Their computer, Internet browser and e-mail software should be familiar. But that may be the extent of the familiarity. They are missing the structure, the friends, the camaraderie. As they sit facing their computer screen wondering what their first action should be, they are alone. They have doubts. They are definitely not in their comfort zone.

"Learning, above and beyond the lab rat level, is a change in a person, brought about through conversation" (Zemke, 2001). In the case of online education, the conversation of learning must rely upon interconnectivity achieved through technology. In other words, all that "stuff" has be be properly installed, configured, integrated and operated before any conversation can occur. 

The students may physically possess the required technology, but do they know how to use it in an educational environment? Do they know how to receive or submit assignments or how to participate in a synchronous chat, or how to post messages to an asynchronous discussion?

Before, you say "They can call tech support," or " I can't do anything from here," think again. You are the instructor, it is your course, you chose the technology, you are the student's first line of support. So, what can you do to assist the student in overcoming technology barriers?

• Use commonly available and widely used technology. Avoid personal preferences/biases
• Develop and test your technology plan. Don't learn something doesn't work during class. Find the bugs ahead of time.
• Publicize the course's technology requirements well ahead of the first class meeting
• Become proficient in the technology so you can talk students through areas of difficulty
• Don't rely on a single technology, have backups/alternatives
• Don't immediately jump into course content, allow some time for technology issues to be resolved
• Design the first few exercises to familiarize the students with their technology and its functionality
• Be cost conscious when choosing technology (Bonk, Kirkley, Hara, Dennen, 2000), (Lynch, 2001)

Addressing the technology barriers does not ensure that communication or learning will occur. In fact, online education has been termed "an isolating and lonely experience" (Delahoussaye, 2001). Without the benefit of face to face communication, social interaction and camaraderie, students often become disconnected and lose their motivation/interest in the course (Lynch, 2001).

So how can you get the conversation started?

• Welcome students to the class early on the first day
• Immediately provide them with course materials and activities
• Use an informal communication style which allows your personality into the conversation
• Don't immediately jump into course content. Allot time for students to explore the course content and meet their classmates
• Design the first few exercises to force conversation between small groups of students
• Have the students introduce themselves and tell something about their interests
• Have students post their work in portfolios where peer feedback will be provided
• Don't discourage social interactions in the class area
• Require participation in discussions
• Design group projects to provide students with opportunities to engage in extensive Web-based interaction and communication with their peers
  (Bonk, et al, 2000), (Lynch, 2001) 

Not addressing these issues will leave some students isolated and disconnected. Their motivation will dwindle and they will soon leave the learning environment. Taking the time to plan for technology barriers and community development will greatly enhance the "new" online education student's initial experience, as well as, the learning experience of the entire class.

Gregory A. Differding ，Graduate Student ，SDSU Educational Technology