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Art Of Studying Online
Students then, as a second approach, need to become more selective and focused to master new information. The focus of their learning needs to shift them from a "scan" to a "deep technique".
The shift from "scan / sketch" to "deep / concentrated or focused" learning should be natural and automatic. Brundage, Keane, and Mackneson (1993) suggest that adult students and their instructors must face and overcome a number of challenges before learning takes place including: becoming and staying responsible for themselves; "owning" their strengths, desires, skills, and needs; maintaining and increasing self-esteem; relating to others; clarifying what is learned; redefining what legitimate knowledge is; and dealing with content. These challenges are considered in relation to online education: Motivation is required to complete distant courses because the day-to-day contact with teachers and other students is typically self-willed. Facilitators will motivate distant students by providing consistent and timely feedback, encouraging discussion among students, being well prepared for live-chats, and by encouraging and reinforcing effective student study habits. Students need to recognize their strengths and limitations. They also need to understand their learning goals and objectives. The facilitator will help students to explore their strengths/limitations and their learning goals/objectives by assuming a facilitative role in the learning process. Providing opportunities for students to share their personal learning goals and objectives for a course helps to make learning more meaningful with increased motivation. Online / distant students may be afraid of their ability to do well in a course. They are balancing many responsibilities including employment and raising children. Often their involvement in distance education is unknown to those they work with and ignored by family members. Student performance is enhanced if learners set aside particular specific time for their instructional activities and they should seek family support/understanding for their academic endeavours. The facilitator will maintain student contact by providing timely feedback - responding to students' questions, assignments, and concerns in a personalized and pleasant manner with suggestive informative comments that elaborate on the individual student's performance and suggest areas for improvement are especially helpful. Students often learn most effectively when they have the opportunity to interact with other students. Interaction among students typically leads to group problem solving. When students are unable to meet together, appropriate interactive technology - chats, discussion forums, are provided to encourage small group and individual communication. Assignments in which students work together and then report back or present to the class as a whole, encourage student-to-student interaction. (Burge, 1993). Distant students need to reflect on what they are learning. They need to examine the existing knowledge frameworks in their heads and how these are being added to or changed by incoming information. Examinations, papers, model answers and class presentations provide opportunities for students However, less formal methods of evaluation will also help the students. For example, periodically during the course the facilitator can ask students to write a brief reflection on what they have learned and then provide an opportunity for them to share their insights with other class members. Brundage, Keane, and Mackneson (1993) suggest that adult learners may find it difficult to accept that their own experience and reflections are legitimate (correct) knowledge. The facilitator will take a facilitative rather than authoritative role; students will see-their own experience as valuable and important to their further learning. Burge (1993) suggests having learners use first-person language to help them claim ownership of personal values, experiences, and insights. As such facilitators use - I, You - as direct contacts to personalize with students. PART II TIPS TO STUDENTS Why study online? Studying online allows you the flexibility to study from home, using your own computer and the internet, at any hour or day you choose. You can submit work quickly and easily by email as soon as you have completed it. You can email your lecturer with queries or problems as they arise and receive feedback in a shorter time than you would by post. You can liase with other students by email or through forums and discussion chats to share ideas and information. You can use the vast resources of the internet for research. Studying online gives you hands-on experience of information technology, experience which may be beneficial in your current or future employment. Create the Right Environment Your study area needs to be comfortable, with adequate lighting and ventilation. Your computer desk should be large enough to handle the computer, monitor, printer and mouse pad and still give you room for a notebook. A copyholder is a good idea for reading text at eye level while typing. A height and back adjustable chair is essential for correct posture and to keep your eye level in line with the top part of the monitor. Being able to look straight ahead reduces tension on your spine. Remember not to slouch in your chair and get up and have a stretch every now and then! Time Management Studying online means that you have the opportunity to plan your study routine around other commitments knowing that you have more flexibility in making these arrangements. You are not tied to a study routine like attending school at certain times. you can access you course materials and send messages to your teacher and other students at any time. However, always check when assessments are due and make sure you give yourself plenty of time to complete any tasks. Map out due dates on your planner. Consider what is the best time to be on the internet. Depending on the amount of "traffic" certain times of the day appear to provide faster download times than others. You may need to try at different times and adjust your study routine accordingly. Your online time when you are connected to the internet costs you money (especially rural students who might not have local call connection) so look for ways to minimise this time. Downloading email messages and disconnecting from the internet before you read them will save online time - especially if there are a lot to get through and they don't require an immediate response. It might also be practical to download some of your course files to your hard drive to read later if this is a study option. Contacts When studying via the internet the familiar face to face communication of the classroom is replaced by the use of online communication technologies. Contacting your facilitator and talking with other students is now conducted using email, discussion forums and chat rooms. Using private email will probably be the most convenient and fastest way for you to contact your facilitator. An important feature of email is the ability to attach a file(s) to your message. For example, you could send a completed assessment task to your teacher for marking. It is important to maintain contact with other students and while this is possible using email, through the use of discussion or web forums where you can post messages, read other people's messages and reply to them if you wish. Use the facility to chat where you can "talk" with other students in real time. Your typed message appears on the screen (often in a chat room) and other visitors may respond to your posting. You then see their response on screen.! Remember that all communication should be carried out in a courteous and civil manner. With discipline and perseverance, and with the help of the facilitator, you are on your way to success. References Morgan, A. (1991).. Victoria, Australia: University of South Australia, Underdale. Schuemer, R. (1993). Hagen, Germany: Institute for Research into Distance Education. Ron Miller - Great Ideas in Education Strategic Interaction - Robert J Di Pietro Approaches - Johnson and Morrow. An Opismath's Progress - John Sheenan - Ed Today - College of Preceptors (Teachers) Vol 48 No 1 (1998) Courtesy of SR Naidu, facilitator of PurpleTrain.com All trademarks and registered trademarks are property of
their respective owners. Certain of the statements in this press release
are forward-looking in nature and, accordingly, are subject to risks and
uncertainties. The actual results may differ from those described or contemplated. |