8 hrs

:Ft

/ t all started in 1992 while he was volunteering as a fire-fighter in South Florida. There was an emergency call to structure fire. A crew of fire- fighters jump onto the truck and sped to the scene. Curious and eager, he went along with the paid group. They arrived, put out the blaze and all the while, he got a taste of what it meant to really be a firefighter.

And he liked it. "I knew then that this was the only job for me," said Brock

Jester, who years later, is now a battalion chief with the Pensacola (Fla.) Fire Department.

"I think it was the adrenaline, but it was also really getting out and doing something," Jester explained. "We were the ones going in while other people are being shuffled away. As a fire- fighter, you are always were the action is and you are always there to help."

Jester added that the while firefighting is a true rush, there is another reason he does this job.

"You can see the relief on people's faces when we walk up, it's like they are saying, 'He's going to take care of it.' That's the moti- vation for me, seeing that relief on people's faces. It kinda makes you fall in love with it," said Jester.

A year into the job, Jester decided to get "training" of his own by seeking a bachelor's degree in fire science with CSU in

2009. "I had already had my two-year degree, but realized I should really have a full bachelor's degree."

"I had a lot of fire science education, but it was here and there. I didn't have anything to kind of pull it altogether and combine what I learned, other than my two-year degree," he explained.

As with many students, CSU took all those classes and certifi- cations in consideration and designed a degree plan for Jester. And with a little prodding from fellow firefighters (or maybe it was the competitiveness) and a CSU learning partner representative, Jester decided to enroll.

"The customer service at CSU is impeccable. I always got returned phone calls and it never took more than a day. And they are always smiling. On the phone, I could hear them smiling," he laughed.

Brock was still learning the ropes of his new administration job when he joined CSU. But he credits the university's flexible course schedule and outstanding faculty with helping him tackle the load. He was able to take classes, handle demands of his new administration job and be there for his family.

"You can do that with online education. You aren't bound by the traditional classroom with CSU. With CSU, I can juggle my responsibilities. That freedom is nice, really nice," Jester added.

"With the flexibility CSU offers and the many opportunities in the fire service industry, I know can go anywhere now."

Social Networking CONNECT TO THE WORKING WORLD One of the most productive uses of online social networking is to help people market themselves and develop networks of professional contacts in the work world. At the end of each Personal Portfolio exercise, this segment will help you build a profile on one of the most widely used tools for this purpose-LinkedIn. The mission of LinkedIn is to help you connect to people you know and trust, and access wider networks of people through them, to become a more successful professional in the career of your choice.

Set up your account on LinkedIn to get started. Do the following:

• Go to www.linkedin.com and click on "What is LinkedIn?" to get an overview.

• Click on "Join Today" and follow the instructions to establish your account name and password.

• Be sure to read the User Agreement and Privacy Policy.

If you already have a LinkedIn account, sign on and make sure your basic information is up to date.

ENDNOTES 1. Thomas Friedman, The World Is Flat,

New York: Farrar, Straus & Giroux, 2006, p. 8.

2. Daniel Pink, "Revenge of the Right Brain," Wired Magazine, February 2005, www.wired.com/wired/archive/13.02/ brain.html?pg=l&topic=brain&topic_ set=.

3. Robert J. Sternberg, Successful Intelli- gence: How Practical and Creative Intel- ligence Determine Success in Life, New York: Plume, 1997, pp. 85-90; Carol S. Dweck, Mindset: The New Psychology of Success, New York: Random House, 2006, p. 5; and Susanne Jaeggi, Martin Buschkuehl, John Jonides, and Walter J. Perrig, "Improving Fluid Intelligence with Training on Working Memory," 2008, Proceedings of the National Academy of Sciences USA, 105, pp. 6829-6833.

4. Sternberg, Successful Intelligence, p. 11.

5. Dweck, Mindset, pp. 3-4.

6. The Society for Neuroscience, Brain Facts: A Primer on the Brain and Neu- rosystem, Washington, DC: The Society for Neuroscience, 2008, pp. 34-35.

7. Sternberg, Successful Intelligence, p. 12.

8. Ibid., p. 127.

9. Ibid., p. 11.

10. Ibid., pp. 127-128.

11. Carol Dweck, "The Mindsets," 2006, vvww.mindsetonline.com/whatisit/ themindsets/index.html.

12. Dweck, Mindset, p. 16. 13. Ibid.

14. Rick Pitino, Success Is a Choice, New York: Broadway Books, 1997, p. 40.

15. Dweck, Mindset, p. 51.

16. Dweck, Mindset, p. 35.

17. Ibid., p. 33.

18. John D. Mayer, Peter Salovey, and David R. Caruso, "Emotional Intelli- gence: New Ability or Eclectic Traits?," September 2008, American Psycholo- gist, 63, no. 6, p. 503.

19. David R. Caruso, "Zero In on Knowledge: A Practical Guide to the MSCEIT," Multi- Health Systems, 2008, p. 3.

20. Sandra Blakeslee, "Cells That Read Minds," January 10, 2006, New York Times, www.nytimes.com/2006/01/10/ science/lOmirrhtml.

21. Mayer, Salovey, and Caruso, pp. 510-512.

22. List and descriptions based on Sternberg, Successful Intelligence, pp. 251-268.

CHAPTER 1: Welcome to College 41

STATUS Check 4 1 fi en

Taking a self-assessment can help you think more deeply about your own skills and preferences. Consider the questions in this assessment and your

responses. What information does this quiz give you about yourself that you can use to develop or improve important skills?

Rate yourself as an online student

For each statement, circle the number that feels right to you,

from 1 for "not true for me" to 5 for "very true for me."

► I feel prepared to handle online college-level work. 1 2 3 4 5

► I understand how online courses differ from offerings in traditional classrooms. 1 2 3 4 5

► I feel comfortable communicating in writing. 1 2 3 4 5

► I try to find a way to connect new information with what I already know. 1 2 3 4 5

► When I learn information or a skill, I consider how it may help me in the future. 1 2 3 4 5

► I refer to the syllabus for each of my courses frequently. 1 2 3 4 5

► I understand the skills that I will gain from each course in my program and how these will benefit me in my future career. 1 2 3 4 5

► I am comfortable using the college's learning management system (LMS). 1 2 3 4 5

► When I need help, I find—and reach out to—the resources my college provides. 1 2 3 4 5

► I relate effectively to others and can work successfully in a virtual team.

Now total your scores.

Each of the topics in these statements is covered in this chapter. Note those statements for which you circled a 3 or lower. Skim the chapter to see where those topics appear, and pay special attention to them as you read, learn,

and apply new strategies.

REMEMBER: No matter how prepared you are to succeed in college, you can improve with effort and practice.

1 2 3 4 5

If your total ranges from 38-50, you consider yourself ready to actively engage in your online program. You understand why your course is important to your future success. You are a self-starter who takes responsibility for getting things done, and you feel relatively comfortable writing, which is an often-used skill in online courses.

If your total ranges from 24-37, you con- sider your online college readiness to be aver- age. A couple of minor adjustments in your expectations, and you should be on your way. When online stu- dents understand why a course is important to their future success, it provides motivation during the

CHAPTER 2: Online Learning 43

The U.S. Department of Education analyzed research studies under- taken from 1996 to 2008 and has concluded that online education is more effective than face-to- face learning.'

more difficult times. Make sure you take responsibility for getting things done and learn more about how to motivate yourself, if you need that skill. If you do not feel relatively comfortable writing your thoughts, remember that practice makes perfect. Overcome your fear, and begin. Most of the communication you do in an online course is in writing.

If your total ranges from 10-23, you think you need some additional skills to face the challenges of an online education. Determine why a particular course is important to your future success. Your success is in your hands—and yours alone. Take responsibility for getting work done. You can learn more about how to motivate yourself in this chapter. Because you will be on your own much of the time in an online learning environment, you will need to make yourself take the necessary action. Most of the communication you do in an online course is in writing. If you do not feel comfortable writing, use techniques presented in this course to overcome your fear so you can actively participate.

Analyze: What skills are important for an online course? What skills do you want to develop or improve? How is education online different from that in a traditional classroom? How is it the same?

"Taking online courses has a cost—in time, money, and energy".

By signing up for an online course, you have entered an exciting realm of learning. You are joining a group of over 4.6 million college students who are taking advantage of the convenience and opportunities that online education offers. In fact, online enrollments are growing at a faster rate than traditional course enrollments. Today, more than one in four college students are taking at least one online course.'

Benefits of online learning ► Flexible scheduling. Online students can focus on what they need to

learn when they choose. You can access the content you need when you need it. ► High-quality interaction. Online students often have more interaction

and enhanced relationships than in a traditional classroom. You have time to think and process information before responding to others. The virtual collabo- ration skills you gain by working in groups are highly valued in the workplace.

► Interactive and engaging media. Through new technologies that online courses can offer, including new communication methods, interactivity, anima- tions, videos, and audio podcasts, you can learn complex concepts in a variety of ways.

► Technological comfort level. Graduates from online programs learn to become proactive users of technology.

Though online courses offer a number of resources to enhance your learning experience and help prepare you for a successful career, they can also pose unique challenges. The skills required for successful learning in an online environment are different from those needed in a traditional classroom. For instance, developing virtual peer relationships demands a different approach than building team skills in a face-to-face environment. Reading onscreen differs from reading a textbook. And because writing is the main form of communication in an online course, you will need to be able to communicate effectively in writing both formally, for writ- ten assignments, and less formally, for written discussions and e-mails.

The most important skill you can have in an online class is the ability to take charge of your own learning. Instead of receiving the same instruction at the same pace within a planned structure as those in a traditional course, online students often have to make decisions about how and when to access course materials. Will you look at the course resources first, jump to the weblinks

44 KEYS TO LEARNING STRATEGIES FOR SUCCESS

You Have Much to Gain from College

Studies by the U.S. Department of Education show the gains that college graduates are likely to make:

• Increased income. College graduates earn, on average, around $20,000 more per year than those with

only a high school diploma.

• Increased chances of finding and keeping a job. The unemployment rate for college graduates is less

than half that of high school graduates.

• Better health. With the knowledge and increased self-awareness that college often brings, both college

graduates and their children are more likely to stay healthy.

• More money for the future. College graduates, on average, put away more money in savings.

• Broader thinking. College graduates tend to be more open-minded and less prejudiced. They also generally

have more understanding of different cultures and more knowledge of what's going on in the world.

• Better decision making. As consumers, college graduates tend to think more critically and comprehen-

sively about the pros and cons before making a purchase.

offered, or go to the assignments immediately? The nature of online education can also make you more anonymous. If you never log in, a class could end without anyone calling or e-mailing to find out where your assignments are. Successful online students tend to be self-starters and highly motivated to complete assignments and do well in these courses.

Understanding the online learning environment

It is helpful to start your online course or program by knowing as much as you can about what to expect. Though you may have some ideas about how online learning works, there may be aspects that you have not considered. Start by assessing some of the facts and fictions of learning online.

Facts and fictions of online learning

Fact or Fiction? Online courses can be impersonal, disconnected, and unfulfilling.

■ Fiction. Although online courses are set up differently than onsite courses, there is just as much opportunity for interaction once you get used to communicating through cyberspace. Much of the time, in fact, students find that they are more self- revealing and their discussions get deeper than they do in an onsite classroom. In many ways, online courses create a more level playing field where the focus is solely on content and the learning process. You will not need to worry about appearance, age, disability, race, or even your wardrobe. You may be surprised by the rewarding experiences you find in the online classroom environment.

CHAPTER 2: Online Learning 45

Courtesy of Shutterstock

Fact or Fiction? Online classes are easier than onsite classes.

■ Fiction. Both traditional and online classes will differ in terms of their requirements, the instructor's methods, and your initial level of understand- ing. However, online courses are not easier. In fact, they can be more difficult than an onsite class. For instance, a typical online course is shorter in dura- tion but still requires the same amount of work as its onsite counterpart. In most online courses, there is also a lot of additional writing, which some stu- dents find more challenging.

Fact or Fiction? Online instructors are less attentive than onsite instructors.

■ Fiction. Instructors, whether onsite or online, differ in their approach, and their levels of engagement can depend on many factors. However, most online instruc- tors do spend a great deal of time engaging the class. They shoulder a larger bur- den because they don't have the benefit of nonverbal cues available to an onsite instructor, such as body language or bored yawns. Your instructor's level of engage- ment, however, is out of your control. If you find you need additional help to stay engaged, ask your instructor immediately.

Fact or Fiction? Online courses are more expensive than onsite courses.

■ Fiction. When schools first developed online courses, they were more expen- sive than they are today. With improvements in technology and the standardiza- tion of course development, online courses are competitive and sometimes less expensive than onsite courses. Depending on the school, though, an online course may be more expensive initially. After factoring in transportation, fees, child care, parking, and the time it takes to travel back and forth, you may find that the online course is actually less expensive.

Fact or Fiction? Online courses fit better into a busier schedule.

■ Fact. As an online student, you can often participate in the instruction at times that are convenient for you. You can attend class in the morning before going to work, during your lunch hour, after you have put the kids to bed, or any other time during your day. You will still have a lot of work to do, but it will be at a time that you have selected.

Besides the convenience, this flexibility offers additional benefits. Because you save the time you would have spent traveling to class, you can spend more time on learning. You can also focus on learning what you need to know versus sitting through a lecture that may not address your most significant needs.

Fact or Fiction? You can participate in an online class from anywhere.

■ Fiction. Though distance learning is often called "anywhere, anytime learn- ing," in practice, you may find this not to be the case. Depending on how you best learn and work, you may need to have resources around you and a dedi- cated amount of time to work on the assignments. There will be times when you need high-speed Internet to get the full advantage of your online courses. There may be videos, audio recordings, and online texts to access and Internet research to conduct. Online courses are demanding, so you will need to have the proper mindset as well to tackle the challenges. You may find that your

46 KEYS TO LEARNING STRATEGIES FOR SUCCESS

concentration is best in certain locations or at certain times. To get the most out of your program, approach these courses with intensity and focus and choose the best working environment.

Fact or Fiction? Education standards are lower for online courses.

■ Fiction. Online courses have to be accredited by the same bodies that approve onsite courses. Examined by many authorities, accredited online courses are rigorous and soundly structured, with high standards. They are often developed by the best instructors and use the same curriculum as their onsite counterparts.

Types of online courses Online courses are not all alike Classes may be fully online or the online portion may combine with a traditional classroom, or onsite, portion, mak- ing what is termed a blended course. The online portions of blended courses can vary greatly among different offerings, from large to small percentages or anywhere in between.

Most fully online courses are asynchronous, meaning that you can access them at your convenience. Some are synchronous, however, with set meet- ing times when everyone will be online at the same time. Some courses use a combination of synchronous and asynchronous modes.

Online courses can take different approaches to providing content in the methods of presentation, materials used, and types of resources offered.

► Course presentations. Some online courses will offer textual explanations of the material organized by week or unit, with separately accessed resources. Others might use an integrated course presentation leading the user through the material in a series of screens, with resources such as videos or interactive exercises incor- porated into the presentation. Some other courses will simply direct students to access specific information on their own. Pay special attention to material that is within a course presentation—it is usually the most important information.

► Textbooks and other hard copy materials. Your textbook may be a printed version, an online document accessed through an e-reader program, or a file (such as a .pdf or Microsoft Word document) that can be downloaded and either printed or read onscreen. Your text is usually one of the most important resources for any course.

► Video lectures. Some online courses include video lectures by an instructor, created specifically for the course or taped from previous presentations.

► Animations and interactive media. Because of the effort and cost involved in creating animations or interactive media, they are likely centered around the most important concepts in the course. Any interactive media that your course includes is probably worth accessing.

► Podcasts. Users can subscribe to and automatically download new podcasts— audio and video programs published via the Internet. Podcasting in online courses might offer full, unabridged audio recordings of the online pre- sentation. Other courses use podcasts that supplement the online portion with instructional explanations, guest speakers, commentaries on current issues, and integration of news media. If your course uses podcasts to supplement the course material, be sure to access them.

► Weblinks. Your course might also provide additional weblinks added by the instructor that lead to external websites, videos, and other resources. If you see weblinks listed or any other supplements specifically added by your instruc- tor, these are likely important resources.

CHAPTER 2: Online Learning 47

app

Access your online course and find the following resources:

Announcements

Assignments and assessments

Discussion boards

Chat room

Course content

Gradebook

What other resources are available in your course? Skim through one lesson. How is the content pre-

sented? Where are the assignments found? Next, skim through another lesson and the assignments. Is

it set up in the same way as the first? Find your course objectives and the syllabus and determine how

you will be graded. If you cannot find an answer to a question, immediately contact your instructor or

a support person at your school to find the information.

Focus on the key informa- tion in the course con- tent. First, look at the unit or lesson objectives before looking at the material. Take a minute to put yourself in the shoes of the course cre- ator. How would you make sure a student learned important infor- mation? As you go through the course mate- rial, judge the impor- tance and significance of concepts by comparing them to the lesson objectives.

Types of assignments Within any online course, you might find a mix of any or all of the following:

► Graded discussions. One of the most exciting features of an online course is the discussion forum. An instructor posts a question on the threaded (asyn- chronous) discussion board. Typically, every student in the class is expected to respond intelligently several times to different people. No one is allowed to sit at the back of the class and refrain from participating. Discussions are the most "visibility" you will have in the class.

► Quizzes and exams. In an online course, quizzes and exams are usually substantially different from traditional tests in that many are open book tests, taken at your convenience within a set time period. Those who experience test anxiety in public will likely be less affected by online tests.

► Ungraded self-assessments. Some courses offer pre- and post-assessments to help direct your attention to key course concepts. Take the nongraded prac- tice quizzes and assessments that are built into the course to receive valuable feedback and additional motivation to learn the material.

► Short written assignments. Individual written exercises are generally graded multipart problems or short responses that assess your understanding of the material.

► Longer analysis papers. These papers are generally several pages long and may require some type of analysis, such as determining cause-and-effect rela- tionships or persuasive writing attempting to convince readers of a particular point of view.

► Group projects. Online courses often feature group projects, which can vary in several significant ways. They can be large and ongoing throughout the term or small assignments taking only a week or two. You may select your group or the instructor may assign you to one. Communication within the group may be public, for everyone to see, or private, for group members only. Sometimes the group is given one grade, and sometimes your grade will be a combination of the group grade and an individual assessment based on peer reviews.

► Journals. In some courses journaling is encouraged as a means to reflect on what you are learning and how it relates to your previous knowledge or to some element of your life.

Types of learning management systems How will you see the content that has been created for an online course? It is usually delivered through what is called a learning management system (LMS), which is simply a software program through which a school presents the infor- mation and tracks the progress of students. Popular examples include eCollege, Blackboard, Moodle, Joomla, and Desire2Learn. Your school may use one of these or a proprietary LMS designed specifically for your institution.

48 KEYS TO LEARNING STRATEGIES FOR SUCCESS

Learn to use your LMS as soon as you sign up for your first course. Although differing from each other in some respects, LMSs usually have the following sections:

► Announcements ► Gradebook ► Discussion Boards ► Chat Room ► Course Content ► Resources ► Assignments and Assessments

Instructions to access and navigate the LMS may be found in an online user manual that will usually be provided to you. Make sure that you explore and play around with the course site before your class starts so you know where to find everything and how to post assignments, discussion responses, and other course resources.

You may also be required to access software to view multimedia content by downloading or upgrading to the latest versions of software programs such as the following:

► Quicktime Player ► Adobe Reader ► Adobe FlashPlayer ► Real Player

If your LMS requires you to use any of these, there should be a link to the free download page for each.

If your course has an electronic library resource, you can link to it through the LMS. Make sure you access it and look around at the different resources available. Electronic libraries provide connections to databases that include full-text online books, full-text magazines and journals, encyclopedias, dictionaries, and more. They may also provide traditional library services in the online environment, such as reference help and curriculum-specific research guides, tutorials, and collections of frequently asked questions and answers. If your course offers such a resource, become familiar with it before you begin your course.

Additional strategies to make the most of your LMS can be found in Key 2.1.

Setting yourself up for success: Practices of successful online learners

You can set yourself up for success in your online course by learning habits that outstanding online students regularly practice (Key 2.2).

1. Prepare for the path ahead 2. Structure your schedule 3. Set priorities 4. Develop discipline and

accountability

5. Foster relationships 6. Seek new skills 7. Manage your thoughts and emotions 8. Ask for help

Prepare for the path ahead The course catalog is one of your most important resources. Not only does it give you information on school procedures and policies—registration, require- ments for majors, transferring, and so on—it also provides a roadmap for your program. How many courses are included? What order are they in? Your cata- log also tells you how the current courses you are taking fit into the big picture. Every course in your curriculum has been chosen because it is important to your future career success. Try to determine some of the skills that each course will

CHAPTER 2: Online Learning 49

ADDITIONAL STRATEGIES TO MAKE THE MOST OF YOUR LMS

Go through the tutorial offered by the school to introduce your program. Read all materials provided.

If you have any trouble understanding the system, get help NOW! Do not wait to ask questions. Call the academic support number or con-

tact your instructor as soon as possible.

Get your course access instructions the week before the course begins. Go through the elements of the LMS and make sure you know how to

access and post assignments and discussion responses.

Access a course presentation and download all required multimedia software. Make sure you can view all multimedia files, like videos or inter-

active presentations.

Keep your passwords, usernames, and tech support numbers where you can readily find them.

PRACTICES OF SUCCESSFUL ONLINE LEARNERS

•

Develop Discipline and

Prepare for the Path Ahead

Structure Your Schedule

Set Priorities

Accountability

Good plans shape good decisions. Decide

what you want and map out exactly how

you're going to get there.

Managing everything you need to

do requires a good up-to-date

schedule that incorporates due dates

for your class, work appointments,

and personal commitments.

Keeping your "eye on the

prize" can help during the daily

grind when multiple demands

can seem hard to manage.

The online learning process is

normally accelerated and

requires commitment. Staying

up with the class and

completing all work on time is

very important.

Manage Your Thoughts and

Foster Relationships Seek New Skills

Emotions Ask for Help

Being part of a community of learners and You may face challenges in developing

establishing a bond or common ground a new set of skills for a new type of

with classmates may mean the difference instruction. Determine through this

between a successful, supportive text what is necessary for you and set

experience and feeling lost and detached. out to develop those skills.

Your mind can make a huge

difference. Trade in negative

thoughts for positive ones and

become aware of negative

emotions.

Surround yourself with

motivating and encouraging

people. It helps your efforts

when you know how to ask for

and get the help you need.

help you develop and how the overall skill set you will have at the end of the program will help foster success in your career.

Another important resource is your course syllabus, which tells you everything you need to know about your course—when to read chapters and materials, dates of exams and due dates for assignments, how your final grade is calculated, and more. Refer to the syllabus for each course you take throughout the term.

Understanding where you are going will give you motivation and determi- nation to make it through each of the steps required in a class or program. The following strategies can help you prepare for the path ahead:

► Write down your main goal for achieving your education. Keep this in a place where you can see it every day.

► Make a list of all the courses in your program. After you read your course catalog identify one or two important skills you will learn from each course.

11. Map out your program—when you will take each course.

50 KEYS TO LEARNING STRATEGIES FOR SUCCESS

Structure your schedule Effective goal setting and smart planning are important tools to have for your online journey. Most goals can be broken down into specific "mini" goals that can be incorporated into a daily schedule.

Make use of your syllabus by putting key dates in your calendar program, spotting time crunches, and getting a sense of how much time you need to set aside to study. Keep a "to-do" list near your schedule and get an idea, at least, of when you will do the important items.

Other strategies to help structure your schedule include the following:

► Use a calendar. Schedule standard times in your calendar for studying. Some students find that scheduling study time daily is helpful whereas others choose spe- cific study days in the week. Pick a schedule that can work for you and stick to it.

► Participate in your course as much as possible. Check the discussion boards several times throughout the week. If you're required to respond to sev- eral posts, you'll get much more out of the course if you do so earlier and then check in later to see what other students have said.

► Take care of yourself You will have to devote a lot of time to your online program, especially initially. Though you may not have a lot of extra time now, taking care of yourself is very important. Make time to do things that help you feel replenished.

Set priorities Establish priorities for your life. Then you can be effective at your studies and take care of everyone and everything else in your life. You've chosen to pursue online education for a reason. Most likely, it fits in with one of your major life goals.

Use the following strategies to help set priorities:

► Understand what you value in life. How is your education important to your life goals?

► Make the course a priority. Logging in to your course and making time for schoolwork should take precedence over other activities. Do and say whatever you have to in order to let family and co-workers know that time for your pro- gram is not negotiable.

► Read success stories. Find out about others who have achieved the goals you have set for yourself.

► Think about the effects of your success. Remind yourself often of what your success will mean to others—those you know and care about already and those current strangers who you are yet to inspire.

Develop discipline and accountability One of the biggest challenges facing an online student is gaining the self- discipline required to be successful. There is perhaps no single greater habit for online success than becoming a self-starter and managing yourself. You have to discipline yourself in maintaining your schedule and not allow any distractions to disrupt your plan.

Use the following strategies to help develop discipline and accountability:

11. Keep the pressure down. Be careful not to put too much pressure on yourself to complete a homework assignment. Leave some time to avoid doing it all at once and to let the concepts "gel" before tackling the project.

► Find someone to help keep you accountable. If you are supposed to get some- thing done, it helps to have someone to tell after accomplishing your goal. Your support person may be a classmate who can also inspire and help energize you with ideas providing that needed spark to get started on a project or assignment.

Logging in to your course every day and checking for new postings or updates can help prevent falling behind.

Knowing what you want will help you make time for your goals.

Even with the best of schedules and calendars in place, what matters most is whether you get the work done.

CHAPTER 2: Online Learning 51

► Implement the "10-minute" rule. If you are really stuck on something and cannot find the motivation to even begin, make yourself do something related to the assignment for only 10 minutes, even if it is simply organizing your materials.

► Remember that this is a marathon and not a sprint. Long distance runners sometimes find themselves imagining crossing the finish line miles ahead of time. When they come back to reality and realize they aren't anywhere near the end, they can become disheartened. One strategy for runners projecting too far into the future is bringing themselves back to the present with self-talk: "Here I am at mile 8." This gets them back on track emotionally for the run. You can do the same thing. When you find yourself projecting too far ahead, know that the finish line is ahead, but bring yourself back to your present location in the journey.

Incorporate a plan for regular communication with your classmates into your overall course schedule for greater suc- cess in online learning.

Foster relationships To effectively work in a distance learning environment, you need to feel close to your classmates and instructors, despite the miles that may be between you. Not only does learning increase with social interaction, the meaningful connec- tions you make with your online classmates can translate into friendships and career networking opportunities later.

Communicating online is a bit different from communicating in person. Without the benefit of tone, body language, or social cues like proximity or volume, it becomes much more important to stay positive, remain tolerant and polite, and eliminate language that could be easily misinterpreted.

Other strategies to help foster relationships online include the following:

► Interact with the other students as much as possible. In the discussion forum, add something meaningful by posting a response, question, or comment to several other students' postings. Interact with as many students as possible to build online relationships.

► Value diversity. You may interact with people from many different backgrounds and cultures in an online course. As you build your knowledge about other cultures and appreciate and accept the differences, you heighten your ability to analyze how people relate to one another. Most important, you develop practical skills that enable you to bridge the gap between yourself and others. Gain as much information as you can by reading about different cultures. Strive to treat others with tolerance and respect, avoiding assump- tions and granting them the right to think and believe without being judged.

► Ask questions. Seek out people you might not ordinarily get a chance to befriend. Ask about their lives and traditions.

► Prioritize personal relationships. When you devote time and energy to education, work, and activities you enjoy, you get positive results. Do the same for your relationships. If you treat others with the kind of loyalty and support that you appreciate, you are likely to receive the same in return.

► Check in with people based on their past posts. If someone mentioned a problem earlier, ask about it this week. This is a great way to make your classmates feel valued.

► Be open minded. Share life, work, and educational experiences as part of the learning process. Telling personal stories makes the material relevant, and revealing something about your life lets classmates know you better.

► Work through tensions, if possible. Negative feelings can grow and cause problems when left unspoken. Try to resolve the problems if you can. However, know that sometimes relationships fail regardless of what you do. When an important relationship becomes strained or breaks up, analyze the situation and choose practical strategies to move on. Some people need time alone; oth- ers need to be with friends and family. Some need a change of scene; others need to let off steam with exercise or other activities. Whatever you do, believe that in time you will emerge from the experience stronger.

52 KEYS TO LEARNING STRATEGIES FOR SUCCESS

Rucha Working professional and online student

Age 35

Challenge th Mother of three and employed full-time

The major benefit of learning online

as opposed to a classroom for me is

mainly the ability to go to class any-

time I want. Having a full-time job,

a family, and doing volunteer work

requires a lot of time, and I am able

to complete most of my schoolwork

some evenings and on the weekend

without leaving my house and driving

to a campus.

The major challenge is just get-

ting my work finished on time. You

must have the willpower to sit down

and do your work instead of vegging

out in front of the TV. It is very easy to

procrastinate.

I force myself to sit down and fin-

ish a set amount of work or reach a cer-

tain point in my reading before I allow

myself to do other things.

It helped me to set a desk area

up and time slots that are exclusively

dedicated to my schoolwork. I am

very disciplined about this.

Since most of the reading can be

done away from my desk, I usually do

that in a comfortable spot, on the bus,

or during a break at work.

Prejudice To be prejudiced means to prejudge others, usually on the basis of gender, race, sexual orientation, disability, religion, and other characteristics. Prejudice may creep up on you without your even knowing it because of factors like the following:

► Influence of family and culture. Children learn attitudes—including intol- erance, superiority, and hate—from their parents, peers, and community.

► Fear of differences. It is human to fear the unfamiliar and make assumptions about it.

► Experience. One bad experience with a person of a particular race or reli- gion may lead someone to condemn all people with the same background.

Stereotypes Prejudice is usually based on stereotypes—assumptions made, without proof or critical thinking, about the characteristics of a person or group. Stereotyp- ing comes from factors such as the following:

► Desire for patterns and logic. People often try to make sense of the world by using the labels, categories, and generalizations that stereotypes provide.

► Media influences. The more people see stereotypical images, the easier it is to believe that stereotypes are universal.

► Laziness. Labeling group members according to a characteristic they seem to have in common takes less energy than asking questions that illuminate the qualities of individuals.

CHAPTER 2: Online Learning 53

Stereotypes derail personal connections and block effective communica- tion, because pasting a label on a person makes it hard for you to see the real person underneath. Even stereotypes that seem "positive" may not be true and may get in the way of perceiving uniqueness.

Seek new skills Most successful online students tend to have a proficiency in certain study skills. They adapt to reading on a screen, taking notes from online material, collaborating with a diverse group of people, navigating the learning manage- ment system used in the course, and embracing new concepts.

Consider how you read online, for instance. Jakob Nielsen, a Web researcher, tested how 232 people read pages on monitors. 3 Using eye-tracking tools to map how vision moves and rests, he found that people read online in a formation that looks like the capital letter "F." At the top, users read all the way across, but as they proceed their descent quickens and horizontal sight con- tracts, with a slowdown around the middle of the page. Near the bottom, eyes move almost vertically, and the lower-right corner of the page is largely ignored. People read quickly online, too. Though this has advantages for read- ing a great number of web pages with a lot of content, it might not serve you when reading an online textbook or when needing to understand difficult mate- rial. Be aware of your reading patterns and alter them when necessary.

In the online classroom, nearly all communication is written, so it is criti- cal that you feel comfortable expressing yourself in writing.

Collaboration is also a key skill in the online community. You may find yourself learning with people from all over. Being able to communicate and col- laborate at a distance is a valuable skill that will help to broaden your horizons.

Find more information about the skills that challenge you and practice them to become a better learner.

Other strategies for seeking out and learning new skills include the following:

► Apply new material to what you already know. Relate new concepts to a current or past experience.

► Practice with the collaborative technologies available. "Meet" with your classmates, share documents, or brainstorm on a whiteboard in real time together.

► Put new knowledge to work as soon as possible. As soon as possible after studying, apply the new knowledge you have learned through collaboration with other classmates, at your place of employment, or in your home.

► If you are having trouble, contact your instructor immediately. You can also find academic support to help you. Don't wait! Contact them as soon as you don't understand something or have trouble navigating the technology.

Become aware of any negative thoughts you have. Pay attention to: "should," "ought," "have

to," "can't," "always," and

"never." Challenge those

thoughts—is there a real

reason or is it just fear that makes you think them?

Manage your thoughts and emotions Reaching new levels in your life requires changing from the inside out. Suc- cessful online students have found ways of preventing burnout or loss of inter- est by talking themselves through it.

Emotions can be quite high in distance learning, heightened by the lack of face-to-face interaction. Life, in general, has ups and downs too, with commit- ments, disappointments, and conflict. Find ways to push past the negative thoughts and emotions that may come up. Think of all the advances you have already made, affirm what you will do and how you will do it, and don't try to do too much too quickly. Develop positive thoughts to replace the negative ones and repeat those positive thoughts as often as possible.

54 KEYS TO LEARNING STRATEGIES FOR SUCCESS

Other strategies to manage your thoughts and emotions include the following:

► Take action! If you have fallen behind in a course, do something simple like finishing the assignment, participating in a discussion, or reading the material. Even small, positive actions can set you back on course.

► Focus on the positives. Reflect on what you can do, not on what you can't. Think about what you did, not what you didn't, and what you will do instead of what you won't.

► Face your fears by acknowledging them. Giving fear a name lessens its hold on you. Dig deeper. Is there something else that you are afraid of that you have not seen? Challenge it using positive self-talk. If it persists, feel the fear and do what you need to do anyway.

► Learn the lesson and move on. If you have made mistakes, learn the les- sons from them and then erase the feelings by interrupting your standard thought patterns. Interject funny music in the background of your memories or see people as distorted when you find the scene repeating itself in your memory over and over. See the memory in forward and reverse—thinking about any- thing silly along with the memory can disrupt how you think about past mis- takes so you can move on and not let them hold you back.

► Find the benefits in any situation. Sometimes you are faced with difficult situations or hard times that you cannot control. First, find the benefit—there is usually something positive in anything. Ask yourself, "What can be good about this?" Perhaps the situation is forcing you to learn a new skill or do something you might not otherwise have had the chance to do. Then ask yourself what is not yet perfect in the situation and what you can do to move it in that direction.

► Spend time with positive people who care about you. You need and deserve people in your life who support your efforts.

Ask for help Many students find that they are afraid to ask for help when they don't under- stand something, whether it is information they learn in a course, general information about their program of study, or specific features of a new tech- nology, such as the learning management system. You are investing significant resources in order to complete your program, and it is your right and your responsibility to find the information you need. Your instructors, lead faculty, program directors, academic counselors, and the entire administration are here to help you. They want to be helpful and are waiting for the opportunity. Even if you feel like you should already know the answer, but don't—ask someone!

You can also ask questions of your fellow classmates. Indeed, asking questions is integral to learning.

In addition to receiving help within your course, you may also find that you need to ask for help from your family and friends to make it through your program. When you do so, you are allowing them to contribute to your efforts and success.

Strategies to ask for help include the following:

► Gather contact information. Learn how to reach the people who can be resources during your education. Include instructors, administrators, lead fac- ulty, program directors, academic counselors, family members, friends, babysit- ters, and any other potential resources. Keep their phone numbers handy and make it a habit to ask for and incorporate their help as often as possible.

► Speak clearly. You deserve the help you need. Identify specifically what you need.

► Understand that not everybody is willing to help. Have a plan in place for dealing with the people who may try to stop you from doing what you need to do to succeed.

When you do not under- stand something fully, it

is seldom the case that you are alone in your

struggle. By asking ques- tions, in fact, you may help other students.

CHAPTER 2: Online Learning 55

► Lean on your classmates. They understand what you are going through and can offer suggestions and strategies to get the help you need.

Because everyone must be involved, the online learning environment offers a rich and diverse experience. Unlike on-ground classrooms, one or two people cannot easily dominate an online class. Everyone is expected to respond to every question, and thus participation is much more equitable.

In an online course, you have the opportunity to make connections with other students in various states and time zones, maybe even different countries. Communication in the online environment puts few limits on time and place. The classroom environment is also considered far less intimidating than a face-to-face classroom because almost all communication takes place from your own computer in your own comfortable space.

You can communicate online by using a variety of tools and avenues. Following are the more common ones you will probably be exposed to as you begin and continue your online adventure:

E-mail

Forums/newsgroups

Chat rooms

Wilds and blogs

E-mail Almost everyone uses electronic mail these days. Proper computer etiquette is essential to communicate well online. Use these strategies when you are com- municating by email.

E-mail communication guidelines Even if you do not consider yourself a writer, as an online student, you will be. And there are certain conventions and considerations to keep in mind to make your writing clear, readable, and inoffensive.

Wallpaper Avoid background wallpaper or setting your messages up to look like electronic stationery for online messages and e-mails. Although it may look fancy, it can make messages hard to read and actually slows things down between systems because wallpaper takes up more space in the computer's memory.

Fonts Although you have many options, there are certainly more acceptable fonts when sending messages. Avoid using an offbeat or unusual font, even if you think it is expressive of your personality. It may be difficult for others to read. If all reading is done on screen, stick with sans serif fonts (like this). Serif fonts (like this) are easier to read on a hard-copy page.

Make sure your font size is in the middle and readable range, generally 12 point. Large or small fonts may make reading more difficult for others, depending on their screen size and the keenness of their eyesight.

Color Although it can be fun and interesting to use different font and background colors, resist the temptation. Some color combinations work better than

56 KEYS TO LEARNING STRATEGIES FOR SUCCESS

others: A dark font on a light background is always easier to read and more professional.

Avoid high-contrast colors. For instance, stay away from blue text on an orange background. Colors should have medium tone or brightness so they show up but are not overwhelming on the screen.

As people age, the color red becomes harder to distinguish, so avoid using red for large sections of text.

All caps Do not use all caps. In an online environment, using capital letters conveys YELLING LOUDLY. In addition, depending on the length of your message, writing in all caps makes your message difficult to read on screen.

Emoticons Emoticons are emotional graphics used to enhance your message visually. They are best used to be sure you clearly convey your intentions whenever you use humor, anger, or a subtle emotion in a message or posting.

Some people use the winking emoticon to denote humor ;)

Another popular emoticon is the unhappy face to denote something sad in a message: O.

Do not overuse emoticons because they can make your messages seem silly or shallow. However, when used sparingly, you can put your point across and express the appropriate tone.

Note: For any of the word-processing functions just discussed, if you do not know how to manipulate fonts, colors, and the rest, ask a classmate or friend, use the tutorials included in the program, or do a search online for information on formatting documents specific to your word-processing program.

Spelling and punctuation Spelling and punctuation are just as crucial in an online environment as in a hard-copy business letter. You want to come across as an educated person. Poor spelling and grammar skills lead others to lower expectations regarding your intelligence and professionalism. Further, your intended message may be misconstrued, at the very least. Use the tools available in your LMS.

Abbreviations Any of you who send text messages know there are many common abbreviations. (ttfn = ta-ta for now; ttyl = talk to you later, etc.). But for classroom communica- tion, you need to be more formal and avoid slang abbreviations.

Also, clarity is important, and not everyone is familiar with these abbrevia- tions. It is best to write out terms in the more conventional way. In the end, though, your instructor will set the tone for the class, so pay attention and follow his or her lead about the level of formality of language. In using more traditional abbreviations or acronyms, present the full word or phrase at least once before using the abbreviation or acronym.

In your online communication, be courteous, concise, and positive, but try to express your personality in your writing. You do not want to sound dry or like a robot. It may take you a while to find your voice online, but try to reach a level where your online communication is similar in tone to your voice communication in an on-ground classroom.

CHAPTER 2: Online Learning 57

Other online communication concerns

■ Reading between the lines. Communication is complex, whether written or spoken. When you do not have visual and auditory cues, you can easily miscon- strue people's comments. You do not have the same nonverbal cues to reference in an online environment as you do face to face, but you can still gain insight into people's communication. .

Different people have different styles. Pay attention to how people express themselves, and you will begin to have a sense of their thoughts beyond just their words as you get to know them. But be cautious in your interpretations. Your own moods and preconceived notions can influence the way you interpret other people's communication. Usually, we can assume all messages are intended in a friendly, professional way, unless strong indicators within the message itself point in another direction.

■ Learning to listen online. In a classroom setting, you wouldn't have the TV on or children running around. If you are working in the online classroom, though, there may be numerous distracters in the environment. Try to limit the background noise in the area where you are working and really focus so you can read online content accurately.

For some people, listening to music is not a distracter; for others, any noise disrupts their attention. Do what you need to make your environment work for you so you can focus and process the online content. Consider this: If all you have to add to a discussion is "I agree," maybe you didn't listen or process well enough.

■ Quality of responses. Keep in mind that the online communications in your class may be archived for a long time. Any time you misspell a word or say something foolish, your words may live on to haunt you. Take the opportunity to think before you post a message to the class. One good approach is to create all your responses in a separate document and take the time to reread and fine- tune them before you upload them for all of the world to see.

■ E-mail addresses: keep it professional. During your program, you will need an e-mail account. Be careful about the names you use because others will see them. Choose your e-mail address name wisely and make it simple and tasteful. We recommend "your first name your last [email protected] ." It is easy to remember and, most importantly, clear and professional.

■ Knowing what not to share: personal information. Surprisingly, in an online environment, people tend to share more, rather than less, information. Some- times people share too much, disclosing inappropriate details regarding intimate personal subjects in the guise of responding to course questions or assignments. Perhaps this problem relates to the anonymity factor, or perhaps people just get carried away. So keep in mind: Monitor your own communication and try to keep your communication appropriate. Steer away from private disclosure unless personal revelations are the specific focus of an assignment. Your instructor and classmates are wonderful resources, but they are not personal counselors.

Be aware that although you may want to talk about your employer and your job experiences, you should be careful about the information you divulge. Many companies have policies regarding disclosing proprietary information. Lastly, consider what contact information is appropriate. Some students create a signa- ture line and include their phone number. Do you really want your phone num- ber available on every single message you send? Your communication in the online classroom should be professional and courteous rather than soul-baring.

■ Review of synchronized and asynchronized communication. Synchronized communication occurs when we are all talking and listening to each other at the

58 KEYS TO LEARNING STRATEGIES FOR SUCCESS

same time, whether in a classroom, or over the phone, or through a virtual meet- ing. Everyone is engaged and participating in the communication at the same time.

Asynchronized communication occurs when we are not all engaged in the conversation at the same time, even though we are all participating. For instance,

► The old-fashioned exchange of letters among pen pals ► E-mail ► Exchanging voice mails ► Participating in an online discussion in which one person responds at

8 A.M. and is offline by 9 P.M., and someone else doesn't respond until he comes online from 11 P.M. until 2 A.M.

Whether your course interactions are synchronized or asynchronized depends on the institution and the instructor. Be aware of the nature of any specific communication situation. If it is asynchronized, you probably have more time to review your responses. Consider giving others a chance to respond to your initial postings before you come back for more. The point of online discussions is to hear more than one voice, and the input of others may give you more food for thought.

■ Threading responses in the term discussion board. You must deal with a large number of messages every day in the online classroom. You can help oth- ers manage the sometimes overwhelming number of messages by creating mes- sages considerately. Here are some examples.

1. Use an appropriate subject line. During the course of a conversation, the topic often changes. Therefore, if the subject line reads "Week Two- DQ1" and the conversation has evolved to a discussion on time manage- ment, change the subject line. You should be able to maintain the thread with a new subject line without a problem.

2. Place your message first when replying to someone's message. The newest addition to the conversation needs to be the first thing read. Then be sure and include the relevant sections of the previous message, or even the entire previous message, so people can follow the conversation. Readers can then elect to read further if they need a reminder about what has gone on before. If the older messages are placed first and the newest at the bottom, readers are forced not only to scroll down to read the latest comment but also they must skim the notes previously read.

3. Be attentive to the appearance of your notes. As mentioned earlier, avoid fonts that are difficult to read because of style, color, or size. The format should not be more important than the content. Keep in mind when reading on the computer screen that long paragraphs are difficult to follow. As a general rule, limit each paragraph in an e-mail message to five to seven lines if possible.

4. Reduce confusion by considering a variety of methods of replying. Although most often a straightforward reply is appropriate, sometimes you can intersperse comments on each point in the original message, increasing the readability of your response.

5. Exercise good editing techniques. In threaded discussions, editing of notes refers to removing those portions of the message to which you are replying that are unnecessary to understand your comments. Although it is important to include enough of the previous message(s) to place the note in context, you will seldom need to include the entire message. It is frustrating to download lengthy messages that include dozens of mes- sages already read, and it is equally annoying to download a message that mentions research but contains no references whatsoever.

CHAPTER 2: Online Learning 59

CHAPTER 2

Building Skills for College, Career, and Life

Steps to Success

Discover Online Learning BUILD BASIC SKILLS. Successfully adjusting to an online learning environment requires understanding the similarities and differences between traditional face-to-face classes and online classes. How do you think the two types of learning environments are different? How are they the same?

Success in an online learning environment also requires the development of habits specifically for promoting success. What are some things you can do to successfully perform in both face-to-face and online classes? Which habits only work well in an online learning environment?

TAKE IT TO THE NEXT LEVEL. Take a look at your initial observations of the differences and similari- ties between the two learning environments as well as effective practices common to each.

• What surprised you about the two learning environments? • What adjustments or changes require you to adapt to the online environment? • What practices of successful online learners are most important to you and your success?

MOVE TOWARD MASTERY. Select two practices that are most important to your online success. What steps or actions can you take this week to adapt to online learning? Write a short paragraph describing a plan for establishing or improving your success in this class.

Social Networking IDENTIFY YOURSELF

Sign in to your LinkedIn account and begin to build your profile. Click on "Edit My Profile" and then click on the Edit mark next to your name Then fill in or edit this basic information:

• First and last name • Display name (how you want it to appear to others viewing your profile) • Professional "Headline"—how you identify yourself now (If you are not currently working,

you may choose to identify yourself as a student and perhaps include your area of study.) • Country and zip code • Industry (if you are working)

60 KEYS TO LEARNING STRATEGIES FOR SUCCESS