Instructors should keep in mind that online learners need program orientation and course orientation before getting started. The program orientation should be offered by the institution, and the course orientation should be provided during the course, as well as by the institution. Palloff & Pratt (2003) recommended that the program orientation should include orientation to the courseware, basics of Internet use, how and where to get help when needed, technology requirements for online courses and programs, and information about any course or program policies. The authors also contended that course orientation should provide course descriptions, syllabus, faculty bios, specific information on course expectations, course requirements, assignments, grades. A “Frequent Asked Questions” file about the course and how to complete it, as well as course or program policies should be made available.

Several strategies may be used by instructors to help them to build the effective learning environment. The strategies include, but are not limited to: (a) p roviding background information for the course, topics on the unit, key concepts and readings for the course; (b) incorporating PowerPoint presentations, video lectures and demonstrations (this is especially important for application classes); (c) designing some activities or discussion questions which can trigger students' interest to explore the answer, which will ultimately foster students' critical thinking and deep learning; and (d) requiring students to play roles in certain scenarios in online discussion or virtual classroom. Successful implementation of those strategies should enormously improve the quality of online instruction.

Alley and Jansak (2001) have also identified 10 keys to quality online learning. The authors suggested that online courses will be high quality when they are student-centered and when:

• Knowledge is constructed, not transmitted.
• Students can take full responsibility for their own learning.
• Students are motivated to want to learn.
• The course provides “mental white space” for reflection.
• Learning activities appropriately match student learning styles.
• Experiential, active learning augments the Web site learning environment,
• Solitary and interpersonal learning activities are interspersed.
• Inaccurate prior learning is identified and corrected.
• “Spiral learning” provides for revisiting and expanding prior lessons,
• The master teacher is able to guide the overall learning process. (p. 6-17) 

Article link:   http://www.westga.edu/~distance/ojdla/spring81/yang81.htm