Sometimes it isn't as easy as it seems -- getting the online classroom "going." The class itself may be set up and ready to go, but perhaps the interaction isn't all there from the adult learners, or there isn't much discussion or connection among the online students.

Often, the onus is on the facilitator of the online classroom to get the class going...and it isn't as difficult as it may seem! The next time your online classroom seems to need a little boost, try the following suggestions:

• Be sure to be the first one in the online classroom with a welcome note. This generally sets the stage for a good, "connected" kind of classroom. Generally, when the facilitator is not the first one in the classroom, students may feel disengaged or disconnected -- they start looking for things, and then, sending out messages to the main group wondering where everyone else is!
  
  
• Be sure to send a note posting specific dates of the course, the location of items such as the syllabus and lecture notes, and a reminder of what constitutes the classroom term (for instance, the class runs from Monday, June 1 until Friday, June 5).
  
  
• Make it clear where the important documents are, right up front. Students may have a hard time finding the syllabus or where to go first, where to go next, and so forth. Some online course platforms allow for an easily printable grid or chart of your course for easy reference...consider organizing your course schedule in that way.
  
  
• Send a personal biography or introductory note of who you are, and why you are in the classroom as the facilitator. Encourage online learners to send their biographies as well, so that everyone can get to know who else is in the classroom! This generally encourages friendly back-and-forth discussion early, and gets the adult learner used to communicating comfortably via writing in the online classroom.
  
  
• Provide a "roll call" area or room where learners can check in once a week, or daily, or whenever you need to take attendance. This can give you a good idea of who is active in the class, and who is not.
  
  
• Send a 'welcome' note during the first few days of the class to every individual student as they log into the class. It doesn't have to be something lengthy, just welcoming and encouraging, and that you are glad they are in the online classroom. This helps make the online learning experience less fearful for online learners.
  
  
• Personalize the replies in the online classroom -- especially important during the first few days of the class. When adult learners are coming in and introducing themselves, be sure to ask a few questions about their current job situation, or what they do, or why they are in the program.
  
  
• As work is turned in by the online learners, send an acknowledgement note that the assignment has at least been received, if you cannot respond or grade it immediately. Also, don't forget to use the information provided in the assignments as good discussion content for the main classroom area.