Week 1 Discussion: Introduce Yourself to the Class

Unit Information

Course code: PSY101

Course title: Introduction to Psychology (Online)

Assessment title: Week 1 Discussion – Introduce Yourself

Weighting: 5% of final grade

Timing: Week 1, due by the end of the first teaching week

Assessment Description

In this first discussion activity you will introduce yourself to your classmates and your instructor in the online learning space. The goal is to begin building a sense of class community, practise clear written communication, and signal your active participation in PSY101 from the start of semester.

Task Instructions

Part A: Initial Post (250–300 words)

By the initial post deadline, write and post a short introduction (250–300 words) in the “Week 1: Introduce Yourself” discussion forum for PSY101.

In your post, respond to each of the prompts below:

1. Who you are: State your preferred name, where you are currently located, and anything you are comfortable sharing about your background (for example, work, family, or interests).
2. Your study path: Identify your degree program and explain why you chose to study psychology, including one academic or professional goal for the next 1–2 years.
3. Online learning experience: Briefly describe any previous experience you have had with online or blended study and name at least one strategy you plan to use to stay organised and engaged in this unit.
4. Personal detail: Share one interest, hobby, value, or fun fact that might help classmates remember you.
5. Course expectation: In one or two sentences, explain what you hope to gain from PSY101 this semester.

Write in the first person, use full sentences, and check your spelling and grammar before you post. Use a respectful tone and avoid sharing information you would not be comfortable discussing in a classroom or professional setting.

Part B: Replies to Classmates (2 posts, 75–150 words each)

After you have posted your introduction, read through the introductions posted by your classmates. By the final forum deadline, reply to at least two different classmates with short but thoughtful responses of 75–150 words each.

1. Begin each reply with a brief greeting that uses the classmate’s preferred name.
2. Mention something specific you found interesting or that you share in common, such as a similar goal, hobby, or reason for studying psychology.
3. Add one or two genuine questions or comments that keep the conversation moving, rather than only saying “welcome” or “nice post”.
4. Maintain a respectful, supportive tone in all replies.

Submission and Technical Requirements

• Post your initial introduction directly into the “Week 1: Introduce Yourself” forum in the learning management system by [Day/Date, 11:59 pm].
• Post your two reply messages by [Day/Date, 11:59 pm].
• Do not upload a file; all contributions should appear as text within the discussion thread.
• If you experience technical issues, take a screenshot and contact support as soon as possible.

Marking Criteria

1. Completeness of Initial Post (40%)

• High distinction: Addresses all five prompts clearly within 250–300 words, provides specific details about background, study path, online strategies, and expectations, and offers enough information for classmates to gain a clear sense of the student.
• Pass: Addresses most prompts with adequate detail, though one may be underdeveloped or omitted; stays close to the word range and remains generally clear.
• Unsatisfactory: Omits several prompts, is very brief, or does not provide enough information for classmates to understand who the student is or why they are in the unit.

2. Engagement with Classmates (30%)

• High distinction: Provides at least two timely replies of 75–150 words that refer to specific points in classmates’ posts, make connections, and include thoughtful comments or questions that invite further interaction.
• Pass: Provides at least two replies that acknowledge classmates’ posts and show some engagement, though comments may be more general or less developed.
• Unsatisfactory: Fails to post the required number of replies, posts only very short acknowledgements, or responds after the forum has closed.

3. Communication and Professionalism (30%)

• High distinction: Writing is clear and coherent, with very few language errors; tone is respectful and appropriate for an academic environment; forum conventions such as greetings and paragraphs are used effectively.
• Pass: Writing is mostly clear, with some errors that do not interfere with meaning; tone is generally appropriate; most basic conventions of online communication are followed.
• Unsatisfactory: Frequent errors make the post difficult to follow, or the tone is overly informal or inappropriate for the course setting.

Sample Introduction

My name is Alex, and I am studying the Bachelor of Psychological Science while living in Melbourne and working part-time in hospitality. I chose psychology because I am interested in how people think and respond under pressure, and over the next two years I would like to develop the foundations I need to apply for honours and, eventually, provisional registration as a psychologist. I have completed one fully online unit before, so I know I need a clear routine and I plan to log into PSY101 several times a week to keep up with the lectures, readings, and discussions. Outside of study, I enjoy long-distance running and playing the guitar, which both help me manage stress and reset after busy shifts. In this unit I hope to build my academic writing and critical thinking skills, and I am looking forward to learning from the different perspectives that other students bring to the weekly forums.

(https://www.bryantstratton.edu/blog/college-life/how-to-introduce-yourself-in-an-online-class/)

References

1. Dixson, M.D. (2015) ‘Measuring student engagement in the online course: The Online Student Engagement scale (OSE)’, Online Learning, 19(4), pp. 1–15. Available at: https://doi.org/10.24059/olj.v19i4.561

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2. Richardson, J.C., Maeda, Y., Lv, J. and Caskurlu, S. (2017) ‘Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis’, Computers in Human Behavior, 71, pp. 402–417. Available at: https://doi.org/10.1016/j.chb.2017.02.001

3. Martin, F. and Bolliger, D.U. (2018) ‘Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment’, Online Learning, 22(1), pp. 205–222. Available at: https://doi.org/10.24059/olj.v22i1.1092

4. Kebritchi, M., Lipschuetz, A. and Santiague, L. (2017) ‘Issues and challenges for teaching successful online courses in higher education: A literature review’, Journal of Educational Technology Systems, 46(1), pp. 4–29. Available at: https://doi.org/10.1177/0047239516661713

5. Cheng, X., Kaifi, B.A. and Kahla, M. (2018) ‘Student perceptions of online learning: Discussion board effectiveness’, Journal of Education and Learning, 7(1), pp. 1–9. Available at: https://files.eric.ed.gov/fulltext/EJ1204385.pdf