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“Spot” reading of the responses can help instructors to see how well students are understanding materials and help to catch those students (and prod them with an email or two) who are not participating. The key is to not feel obligated to grade or read all of the responses, but treat them more as class discussion and participation. For these assignments, you can have a portion of the class post a brief response to a reading, a review of a web site, a response to an issue, and so on, while others in the class comment on the responses. In general, having a number of short forum assignments at the beginning of a course can be quite beneficial. A generalized response to the introductions that can either go to the whole class or personalized with a reference to a few words in the introductions (in smaller classes) can greatly help. The first two weeks of the course are critical for class retention, and often having “canned” encouraging emails sent out regularly in the first few weeks can be of great value. Having students do simple things like introductions, explaining their interests in history, or their interests in the specific topic of the class helps them to feel more connected.
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Online courses often see attrition due to lack of a sense of being part of a class. The students can post in an Angel or Desire2Learn forum so that the introductions can be read by the class but not made public.
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They can be general “tell others in the course about yourself” or have a more specific set of questions that elicit students’ interests and prior knowledge of the course subject.
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A good first assignment –for all online courses– is to have students do introductions.
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