Setting Up An Online Learning Experience When considering how essential it is to have a solid understanding of the technology to be utilized, for a person who will be the instructor/facilitator of an online learning environment, one word comes to mind … “Absolutely”! It is not a matter of whether or not it is essential. Rather, it is a matter of the degree to which it is essential. When an instructor moves to an online environment, they are not only faced with new roles, they also have the challenge of facilitating knowledge and guiding learners towards becoming more self-directed and collaborative with their fellow classmates (Conrad, & Donaldson, 2011). In this non-traditional classroom environment, that offers and requires so much more than a piece of chalk, a chalkboard, and a well-prepared lecturer, how could it not be absolutely essential for an instructor to understand the tools available, and also have a working knowledge with which to apply these tools in this new, online learning environment. The most critical point in an online learning environment is during the first two weeks (Pratt & Palloff, 2012). Additionally, prior to the first two weeks, Boettcher and Conrad (2010) outline six basic skills and tools for an instructor when they are required to use a course management system (CMS). Half of these skills consist of “setting up” the online learning environment, which should occur prior to the start of the course. It is absolutely (key word) essential for the instructor/facilitator to understand the technology involved in order to create a most effective online learning environment. With a social, cognitive, and teaching presence being the most important best practice for an online course (Boettcher & Conrad, 2010), the significance of understanding the available technologies seems almost too obvious. How could anyone set up or create something when they do not have the understanding of how to effectively utilize the tools available? Another aspect of setting up an effective online learning environment relates to the extent to which the instructor/facilitator communicates expectations of the learners. There will be many different variables impacting this learning environment such as: the cultural backgrounds of students; geographical factors, which bring about the circumstance where student access occurs during any one of the 24 hours in a day; and the effectiveness, or lack thereof, of the CMS itself (Boettcher & Conrad, 2010). Boettcher and Conrad (2010) also present the importance the course syllabus, and utilizing rubrics, in communicating clear expectations of the learners. These tools not only explain what is required of the learner, it also helps explain the how the quality of their participation will be assessed. A most important consideration in establishing an effective online learning environment, as it is in a traditional face-to-face environment, is to get to know your students, and for them to get to know you and each other. It is quite important for the online learning climate to be one in which the individuals feel “accepted, respected, and supported” (Conrad, & Donaldson, 2011). This learning environment should be nurtured in order to create and sustain a supportive environment (Boettcher & Conrad, 2010). In order to accomplish this, I am taken back to earlier comments regarding the important of the instructor/facilitator to know about, and how to utilized the available technology tools. Existing in a new environment requires new knowledge and understanding of how to make this effectively happen. For an environment in which the first week is where most students are lost and do not return (Pratt & Palloff, 2012), being fully armed and knowledgeable with the wide range of factors will help elevate retention levels, and learning. Time is of the essence, and the time begins before the course begins. Resources Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass. Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Pratt, K., Palloff, R. (2012). Launching the Online Learning Experience. Lecture presented for Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290533&Survey=1&47=7270808&ClientNodeID=984650&coursenav=1&bhcp=1.