Search Results matching tag 'About eLearning'

Research Sources to Avoid in Your Term Paper

susan — Mon, 05 Oct 2009 20:12:00 GMT

Susan Smith Nash, Ph.D.

How to Do Research Online (Without Ever Stepping
Foot in a Library!)

Dear Dr. Moppsie,

I am at my wits' end. I am taking a first-year composition course and I had to write a research paper. I did research, quoted the material, cited my sources, and got an "F"! I asked my professor what happened, and she told me that I used Wikipedia, and that my block quotes were too long.

I totally lost confidence, so I decided to go online and find a paper I could buy or "borrow."

At termpapers.com, I found a great paper (I thought). I was going to use it as a guide, but I ran out of time (and confidence). I turned it in. I got a failing grade on it, too. I am not surprised, but I am very embarrassed.

Now I'm in real trouble. My professor is giving me one last chance to write a research paper.

Where do I start?

Sincerely,

Frazzled Fledgling E-Learner

***************************************

Dear Frazzled Fledgling E-Learner,

You've been given another chance, which is a good thing. But, don't let this "teachable moment" slip away just because you're feeling like skulking away in shame. Hold your head up high and get back into that research paper! You can do it!

Wikipedia and most other wikis:

For most people, Wikipedia is the first "go-to" source. After all, Wikipedia is what usually comes up first in Google searches. Many times, Wikipedia is a great place to start. The entries provide fairly reliable results, and there are links to other sites which allow one to investigate further. Comparisons between Wikipedia and traditional encyclopedias have pointed out that Wikipedia is often more complete, and the information is more up-to-date. So, what is so bad about Wikipedia? The problem lies in the fact that it is a wiki, and that anyone can add information to the entry. While in theory this means that there is a system of checks and balances, in operation, it has made Wikipedia the site of mischief and deliberate misinformation. Don't let yourself be unwittingly drawn into someone else's lack of complete knowledge, agenda, malicious play, or warped sense of humor. There is nothing wrong with using Wikipedia as a first step, but always be sure to double check the information and to use other information.

Second-order research results:

You're doing an online search and you find an article in the New York Times that reports the results of a recent research project. The topic is perfect, and they've selected the statistics that are perfectly aligned with your needs. You cheerfully incorporate the material from the New York Times, and you cite your source. You are happy. At least, you're happy until you happen upon another newspaper article-this one from the Chicago Tribune-- that is reporting the same results. The numbers are different, and what is worse; there are findings that the New York Times article did not include, due to space. It turns out that the New York Times article contained typographical errors, as well as significant omissions. You wish you had cited the Chicago Tribune article instead of the one from the New York Times article. But, would that have helped? Chances are, the Chicago Tribune article omitted other information that might have been useful to you but not to their general readers. What is the best approach? In this case, the best is to look for the orginal paper published to report the results of the research. It is not as hard to do as it sounds-the key is to look at the article, write down the citations, and then to look them up. Often the results are from a prominent journal, or a government study, both of which are fairly easy to locate. If you're feeling bad about your research skills at this point, don't worry. Almost everyone makes this mistake when writing research papers.

Here is a quick list of other sites to avoid.

Op-Ed "rant-sites": Many newspapers have online editorial pages that may or may not be reliable. They are extremely biased, which is sometimes good if you're writing a paper that discusses bias, but can be problematic if you're trying to promote other things.
Unreliable blogs: Some blogs are considered even more reliable than traditional news sources. Most are not. In fact, they can include pure disinformation or lies, and yet sometimes they get picked up by Google, to the point that the lies become so commonly believed that they become urban legends.
Some online encyclopedias: Encyclopedias sound good. They can be very incomplete. Use them, but be careful.
E-mails (unless part of an interview): Generally speaking, emails are unreliable unless they are used in very specific ways, such as being a part of an interview.
Tweets (unless directly related to the topic of your paper): That said, using Twitter is a great way to share information.
Term papers posted on the Internet
Student papers for sale or made available
Out-of-date statistics

At any rate, Frazzled Fledgling, don't give up. Please rewrite your paper and use your own thoughts, and use reliable sources, in moderation. Keep in mind that your paper should be about your thesis statement, and not just data.

Mainly though, write about what you care about. Gain confidence through your own interests. Express yourself and your interests.

Can I Tweet My Way to an A?

susan — Wed, 30 Sep 2009 17:03:00 GMT

Susan Smith Nash, Ph.D.

Related Online Degrees:

Top Tech Gadgets for the Online Learner

Dear Dr. Moppsie,

I am totally hooked on Twitter. In my opinion, it's the best way ever to get the word out and to let people know what's going on. I wish I could use it with my online class. Do you know of any ways it's being used?

I love online courses, but sometimes they frustrate me because I feel I have to be online to communicate with my classmates. Couldn't we just "tweet"each other?

Signed,

Tweetness and Light in Texas

**********************************************

Dear Tweetness,

I'm very happy to hear you're excited by Twitter. You're not alone, its just amazing how many people use it to communicate to groups. It's a lot more efficient and immediate than text messaging. In many ways, it's even better than RSS feeds because they're so easy to use with your cell phone.

Twitter is addicting! Yes, I follow several users on Twitter — and, yes, I admit, I follow a few celebrities and also news feeds.

You're right. Twitter can be perfect for e-learning. Instructors can set up a Twitter feed for the class, which has all the class members in it, and it's easy to follow. The instructor can send tweets, and students can "tweet" to each other.

Tweets, with their short-burst 140-character limit, and the ability to achieve ubiquitous, spontaneous messaging to a potentially massive number of recipients, can be an excellent way to maintain a high level of communication, openness, and motivation.

So, let's take a look at what we can do with Twitter in the e-learning space. First, let's start with instructors.

Instructor Tweets:

Due dates: Weekly reminders of key due dates are very helpful. In fact, they're key for good time management.
Critical concepts: Worried that you're missing the major points in the unit or the lesson? Ask the instructor to send out tweets that list the critical / key concepts. They will make mental organizers. You'll be able to start developing a schema for yourself, which will help you create clusters and groups of knowledge. It will be easy to retrieve them.
Key questions: Sometimes it's a great idea to have a little "twitterfest" your instructor can send out a good question for you to answer (in 140 words or less!) and all the members of your course can tweet a response. It's a wonderful conversation that can take place any time, any where.
Links to Flickr, YouTube: You may not be able to stream a video or retrieve graphics from a web-based image repository such as Flickr. However, you might be able to send a tweet with a link. You can email the link to yourself and then go to the website once you have a wifi connection and enough bandwidth to download or stream the media files. Alternatively, you can upload your own photos or video and send out a link to the file. It's a great approach if you're taking, say, a biology class, and you're looking for things in the field. For example, you could take pictures of environmental problems - erosion, a pond overrun with algae and pond scum. Your only limits are those of your own imagination. Explore, express, share!

Student Tweets:

Here are a few things you might tweet with your fellow students:

Questions for professor
General comments about course content
Responses to questions
Notes and observation from the field
Collaborations

Administrative Tweets:

Having the ability to contact many people simultaneously is a huge benefit for college administrators who need to get the word out quickly, especially when immediate action is called for, such as enrollment deadlines, scholarship announcements, and more.
Announcements
Directions
Bulletins
Alerts

Before you start using twitter in your studies

Can too many tweets constitute a distraction?
Make sure the tweets are relevant.
Connect tweets to learning objectives.

Math Phobia, Anyone?

susan — Fri, 25 Sep 2009 12:11:00 GMT

Dr. Moppsie Responds to a Terrified Student

Susan Smith Nash, Ph.D.

Dear Dr. Moppsie,

Autism and E-Learning

susan — Tue, 22 Sep 2009 17:56:00 GMT

Susan Smith Nash, Ph.D.

When Brender was just 18 months old, Liza, his mom, knew something was very different about him. While other toddlers would interact with each other at the day care center, Brender would not. He would not look at the other children, nor would he smile. When anyone tried to move him from his place, or take away his favorite green plastic blocks, he would scream so loudly that it appeared he might go into convulsions.

Related Degrees:

Special Education

Early Childhood Education

After many visits to the pediatrician and many rounds of tests, it was determined that Brender had a form of autism. According to the Centers for Disease Control (CDC), what Brender suffered from was one of a group of disorders known as autism spectrum disorders (ASDs). ASDs are developmental disabilities that result in impaired social interaction and communication. ASDs are also typified by the presence of unusual behaviors and interests.

Many of Brender's behaviors were connected with Asperger's Syndrome (http://www.webmd.com/brain/autism/tc/aspergers-syndrome-symptoms). After speaking with the pediatrician and obtaining information, Liza soon realized that Brender was likely to have difficulty in a typical, traditional educational setting; the schoolhouse scene would be difficult for him.

According to WebMD, children with Asperger's Syndrome may exhibit the following behaviors and cognitive challenges: (http://www.webmd.com/brain/autism/tc/aspergers-syndrome-symptoms)

Not pick up on social cues and may lack inborn social skills, such as being able to read others' body language, start or maintain a conversation, and take turns talking
Dislike any changes in routines
Appear to lack empathy
Be unable to recognize subtle differences in speech tone, pitch, and accent that alter the meaning of others' speech. Thus, your child may not understand a joke or may take a sarcastic comment literally. Likewise, his or her speech may be flat and difficult to understand because it lacks tone, pitch, and accent.
Have a formal style of speaking that is advanced for his or her age. For example, the child may use the word "beckon" instead of "call" or the word "return" instead of saying "Come back."

After Liza was able to obtain her initial information, she worried about the future.

What happens when autistic children reach their teen years? Where can they study? What happens when they grow to be adults? Are they still considered autistic?

Autism is in the rise. According to the CDC, one out of 150 individuals from all socio-demographic groups is affected by ASDs (http://www.cdc.gov/ncbddd/autism/overview.htm). There are competing theories about why the number is increasing. Some claim the number is not increasing at all — that it is something that has always present in our society, but we never had a clear-cut label to define it. Others say it's on the rise, and they blame childhood vaccinations. Others blame food additives, while others point to environmental toxins and overstimulation due to our fast-paced world.

Whatever the issue, the rising number of children, teens, and adults with autism is stretching the resources of schools and entire communities. As the children turn to teens and adults, there is a tragedy in the making as some autistic adults are unable to participate fully in society, and may fall prey to drugs, alcohol, crime, and ultimately prison. Clearly, an education program that offers hope would be a blessing.

Liza found that traditional school settings are very difficult for children with autism. Not only is it difficult for them to focus on classwork because of the numerous distractions in the world around them, they are often targets of bullying and ridicule. In the past, it was very common for an autistic child to go to a special school for the developmentally disabled. They would rarely graduate. Even the austistic teen-agers who had very high test scores in cognitive functioning, and who showed an aptitude for certain tasks, fell by the wayside and failed to graduate.

Children with autism can often succeed in academic programs, and can graduate from high school when their environment can be managed to avoid the triggering, precipitating actions, and when they are provided with curriculum that has been designed expressly with the challenges of autism in mind. The key to success is often assistive technology, and finding a program that is computer-based, which allows the autistic teen to feel calm and in control of his or her environment.

Adults who were diagnosed as autistic when they were children can also often succeed in online programs, particularly when accommodations are made to avoid certain types of assessment, and when they are provided with the right kind of assistive technology for their needs.

Assistive Technologies for Autistic E-Learners

According to Susan Stokes, in a study published in 2007 (http://www.specialed.us/autism/assist/asst10.htm), some of the most effective educational programs for children with autism involve using organizing one's learning space, maintaining order, and keeping firmly grounded in the concrete world.

E-learning is ideal. Online courses that incorporate schedules, clearly laid-out calendars, and an interface that is generally free of distractions, such as flashing images, scrolling banners, or other moving items, can be very helpful for students with autism.

Further, connections to the concrete world via images and photographs are also very helpful because they help the autistic e-learner feel grounded and connected.

Assistive technologies can help autistic e-learners communicate. (http://www.brighthub.com/education/special/articles/2723.aspx)

Learning Environments for Autistic E-Learners

The ideal learning environment involves:

At home, room with computer, few distractions
In library
Study room

Curriculum Considerations for Autistic E-Learners

Building block approach

Math: can focus on the equations and solution sets. In contrast with most adult learners, it is not necessary to make connections to real-world applications. Repetition of problems, and very straightforward problem-solving approach. Avoid simulations or graphics with flashing colors, moving lights.
Statistics, skills, complex tasks: In this case, be sure to provide clear, step-by-step instructions, and include many opportunities for repetition and practices. Repetitions of the tasks will build confidence.
Accounting: Clear presentation of the formulas and the spreadsheets. Clear directions, and provide guidance for each formula. As in the case of statistics, be sure to provide clear, step-by-step instructions, and include many opportunities for repetition and practices. Repetitions of the tasks will build confidence.
Writing: Connect to experiences, and write with concrete details. When possible, use flow charts, checklists, and other clear, easy-to-follow procedural guides.

The Future:

When Liza found out about the assistive technologies that have been developed, and the instructional strategies behind effective e-learning, she turned to Brender and gave him a big hug. Not expecting her gesture, he, of course, recoiled. All the more reason to work with Brender, thought Liza.

Home schooling was an obvious starting point. If no one could help her in the local school system, she could always set up something at home. Liza, however, was in luck. Her school system had recently expanded the special needs facilities, and they had computer labs with assistive technologies. Students could take online courses, and receive special guidance and tutoring. Brender would be well served there, and Liza could take him to school and not fear for his safety or his future.

Autistic learners have hope. With assistive technologies, well-designed e-learning programs, and a support system with tutors and guides, autistic e-learners can obtain an excellent education and achieve their potential.

Discussion Boards: Delightful or Dangerous?

susan — Sun, 26 Jul 2009 15:07:00 GMT

Susan Smith Nash, Ph.D.

If the path to your online degree requires a great deal of interaction on a discussion board, you probably enjoy it. It's a great place to get to know your fellow e-learners, and it helps you keep from feeling that you're absolutely alone in the e-learning space. At the same time, if you have questions, it's often easier to ask a classmate instead of asking the instructor. No one wants to feel foolish, and it's good to have a buddy system. You're in a situation where you get to discuss the course and gain a deeper appreciation of different approaches and perspectives to the work. Beware, though -- there can be pitfalls in the discussion board, and potentially dangerous areas.

Discussion Boards Pros

Connect personal experience with course content
It is always interesting to hear what others think about the same reading, and the same assignment. When you read an article or do online research, you may wonder if your thoughts are on-track with what you’re supposed to be getting out of the writing.
Chance to ask questions, feel comfortable with ambiguity
Develop learning community
Peer reinforcement and collaboration
Connection between readings / course content & learners' lived experience
Evoking and building on prior knowledge
Post and share learner support items
Share / create portfolios and galleries of images / projects / presentations

Discussion Board Cons

Can you trust everything you read in the discussion board? Which posts are reliable, and which are not? Learning critical thinking skills and how to judge the reliability of information is a skill you'll find very useful in a world of blogs, wikis, Twitter, and other interactive ways to share information and opinions. Sometimes something is believed simply because everyone wants it to be true. We can see that all the time in e-mail chain letters on urban myths. Below are a few issues to keep in mind as you respond to prompts and as you read classmates' posts.

How to Write an A+ Discussion Board Posting

Cognitive Domain Dangers: Can You Trust What You Read?

The cognitive domain covers the knowledge and information you're learning in your course, and it also refers to where and how mental processing takes place. One of the most fundamental lessons of learning is that learning is continuous -- you're always learning, even when you may not think you are. So — with that in mind, remember that it is as easy to learn wrong information and practices.

You’ve seen it in your daily life – the news flash that goes viral – rumors of celebrity deaths or causes of deaths, rumors about the financial health of a bank or a company. People behave as though these rumors are true.

You might not think that the same thing would happen in an online course, but it can because the discussion board is essentially a social network and the same behaviors occur there.

Perhaps the most problematic aspect of the discussion board is that one tends to let go one’s critical thinking skills and begin to trust things that are posted.

One of the most radical cognitive issues ushered in by Web 2.0 applications is that that participants tend to stress community member-contributed knowledge. This gives way to a mentality of "Knowledge is a construct, mediated by the community," which can be dangerous.

Like YouTube videos going viral, the information shared may be incomplete, inaccurate, misleading
Like blogs and social networking sites, what you share is not necessarily anything more than an opinion, but it possesses authority & could confuse people
Like social networking sites, the attention-getting and emotion-grabbing are more appealing; the faux chases out the real (if one is not careful)
Can distract from the outcomes / outcomes assessments
Learning objects can be the anchors — tie to the assessments that will be required

Core Strengths of the Discussion Board: Affective Domain

Before you give up entirely on the discussion board, keep in mind that the discussion board emulates real life and the social networks (in the real world and in the virtual world) that you interact with. Learning takes place by sharing information and emulating the positive behaviors of others.

Sense of community (need for affiliation)
Develop positive self-concept
Motivating - goal-setting, affirmation, recognition
Develops sense of self-efficacy
Self-determination

The strongest benefits occur in the affective domain – the part of learning that engages your feelings and emotions. This is where you find ways to motivate yourself and to satisfy innate needs that you as a human being possess.

Top Ten New Directions in E-Learning

susan — Wed, 13 May 2009 12:00:00 GMT

Top Ten New Directions in E-Learning

Susan Smith Nash, Ph.D.

Improvements in connectivity, technology, and infrastructure are changing the way that online programs are approaching e-learning. The philosophy of e-learning is evolving as well, and the activities that you’ll be asked to do are changing. They are responding to research results on effective e-learning.

Research Findings:

E-learners interact in many ways; the more convenient and relevant the interaction, the better. Interaction needs to:

be learning-outcome focused.
be oriented toward building trust in a learning community.
employ flexibility to allow students to respond in a way that is most convenient and comfortable.

The more “humanized” the e-instruction, the better.

Instructor presence needs to be personalized.
Learners need to be able to share relevant information about themselves.
Video, audio, and multimedia should serve to humanize the interaction.
Skype, twitter, social networking should be used in moderation to avoid distractions or even cyber-stalking.

Courses that allow students to individualize their learning experience result in higher satisfaction, retention, and engagement

“Building block” approach to a term paper on a topic of the student’s choice
E-portfolio that can be shared in a forum or e-gallery motivates students
Allow students to rank the efficacy of online activities
Creating an assignment that engages the interest of the student makes that student a stakeholder who cares about the subject. As such, the learner is less likely to engage in academic dishonesty: copy and paste, plagiarize, or buy a paper.

Here are the top ten ways in which e-learning is evolving:

1. Learning Outcomes Accommodate Learner Flexibility

* Student-centered activities focus on the way that learners use technology, and the things they tend to have and use. One can use diverse techniques and devices to do the same thing.

2. Instructional Strategies are Interaction-Driven

* Interaction-driven learning activities include synchronous and asynchronous activities, and they are collaborative as well.

3. Multiple Access Technologies

* Use your cell phone and mobile device (handheld, GPS, cell phone)

4. Peer Review and Galleries Rather than Isolated Grading by Instructor

* Portfolios rather than term papers. Discussion board requires substantive and meaningful interaction.

5. Social Networking Evolves

* Dedicated Facebook / MySpace networking; new networks (LinkedIn, Bebo, etc.); collaborations via course wikis, etc. encourage people to share information

6. Webinar-type Formats (rather than static PowerPoints)

* Audio content synched with presentations

7. Research Requires Critical Analysis (Debunking, Determining Bias, Disinformation)

* Bigger and better online libraries; a larger array of blogs

8. Multi-Disciplinary Focus for Careers, Jobs

*Courses integrate case studies and skills for / from emerging careers

9. Green Is Everywhere

*Environmental and energy related concerns inform course content, infrastructure decisions, delivery modalities

10. Plagiarism and Academic Integrity Concerns Lead to New Prompts

*Instead of using the kinds of writing prompts and research paper assignments that can be easily copied and pasted from the internet, or acquired from termpaper.com-type source, colleges and universities are changing the nature of assignments to incorporate more personal experience, case studies, and personal analysis

Thinking About E-Learning? Thoughts for New E-Learners

susan — Thu, 12 Feb 2009 16:02:00 GMT

Thinking About E-Learning? Thoughts for New E-Learners
Susan Smith Nash, Ph.D.

You may have been considering online courses for a long time, but have not been ready to take the plunge. Everyone likes to feel very confident about a new endeavor, and you realize that believing yourself able to succeed is crucial in education. Of course, it's fairly easy to feel confident about face-to-face instruction. After all, we've all had many years of experience in that area. However, sometimes the courses you need, the location of instruction, and your travel / work schedules make it impossible to take traditional face-to-face courses. And, if you're needing professional development or a certificate, the travel expenses, the time away from work, and the location and timing of the courses can totally derail your professional and academic plans.

You're left with the most logical option: online courses. But, even in a time of widespread adoption of e-learning, many people still have a number of very basic questions. So, we'll take a moment and address those questions, and, in the process perhaps give you a better understanding of the kind of experience you're likely to have, and the way you'll learn. Finally, you'll have a chance to gain some insight into how special the e-learning experience can be.

What's really so great about online courses?

The benefits are so numerous, it's hard to know where to start. If you've got an up-to-date computer, a fast internet connection, and the right software and plug-ins, you're set. You can take the courses anywhere. If you don't have online access all day, that's often perfectly okay. Most online courses do not require you to be online all the time -- and, they encourage flexibility. You can download audio and video to experience later. You can read your books and materials offline. The things you'll do online involve communication with your professor, downloading information, taking online quizzes, practicing online quizzes, and engaging in dynamic, interactive elements (virtual labs, activities, communication). If you have to travel for your job, don't worry. Have wifi will travel. You'll be able to take your course anywhere you have a computer and an internet connection. You'd be amazed how many people log on and do their online courses from their hotel rooms while they're traveling, or going to an internet cafe or coffee shop with connections. So, you can be overseas, in an airport, or any other place with a connection.

Do online courses cost more than regular ones?

Online courses will often be the same tuition as traditional face-to-face courses. However, there may be a fee for connections and support. On the other hand, if you're taking a course with a lab, your online course may be less expensive because you will not have to pay lab fees or purchase lab equipment. You'll just have to have the book and passcode for the virtual lab. If you compare the cost of an online college with a private institution, you may be surprised that how affordable the online courses can be. In addition, many colleges that specialize in distance education for adults also have payment plans, and low-cost financing.

How much money am I going to save by taking online courses?

You may think that if you are taking an online course, you'll need to buy a better computer than you'd need for a regular face-to-face course. The truth is, you will need the same kind of computer for your regular courses. The reason for that is that most online courses require you to go online for research in their virtual library, to e-mail, and to access files and instructional materials for your course. Don't forget the realities of getting to face-to-face classes. You're going to save a great deal of money in terms of commuting time, parking, transportation costs, and incidentals.

How convenient will it be?

Taking an online course is extremely convenient. Because most courses are asynchronous, which means you can be online any time, you can follow a schedule that makes sense to you. You can work according to your own schedule. That said, it's important to keep in mind that you really need to have a reliable Internet connection that you can access often. Ideally, you should log on twice a day, even if it's just to check announcements and to see what is happening in the discussion board.

What kind of Internet connections will I need?

Dial-up used to work. It doesn't now. You will need a high-speed connection. Wifi is good, although there may be times when it can be problematic, particularly if there are a lot of users and band-width is crunched.

Do I have to be connected to the Internet all the time?

You don't need to be connected all the time. However, some courses need more connectivity than others. If you have to do activities that are accessible online, but not downloadable, you will need to be online. If this is the case, be sure to plan your day and your proximity to a computer with a high-speed connection.

Will I need textbooks?

Yes. In fact, please do not forget to get your books early and to print out your assignments, review what you'll be doing. Be sure to map out your work, and to be sure to have a good sense of how to budget your time and to schedule your study time.

What kind of computer? What kind of computer software?

Be sure to get a computer that has a fast processor (1.0 Ghz), plenty of RAM (1.0 GB minimum), storage (80 Gb), and excellent drivers.

What kinds of courses can I take online?

You can take almost all kinds of classes online today, even those with labs (natural sciences, etc.). However, some are going to be more relaxing than others, and some with resonate with your learning styles more than others.

What kinds of degrees?

You can get arts and sciences degrees, associates degrees, obtain certificates and more.

Does it take me any longer to get a degree online?

In some cases, getting a degree online can take less time rather than more.

Are online degrees respected?

Yes. What is more important is the reputation of the college rather than the delivery system.

What kinds of things will I do in an online course?

You can expect to read texts, watch videos, listen to audio, take quizzes (practice and for-credit), interact on the discussion board, post information in a home page, interact with other people, email your instructor and students, participate in innovative activities (wikis, mapping, mashups, more).

Who teaches online courses? What happens?

Instructors who have special training in online courses teach them. They often do not develop the courses, but they guide students in discussions, grade papers, post announcements, and provide personal feedback.

What's the best way to succeed in an online course?

Follow the guidelines below.

Top Ten Ways to Succeed:
1. Sign up early, take course in correct sequence

2. Check out entire course, click all links

3. Find timeline, familiarize yourself with tasks

4. Connect with professor

5. Have appropriate computer, software, connection

6. Keep up with reading and tasks

7. Establish connection with fellow students, keep up with discussion / cooperative tasks

8. Practice writing activities: paragraphs, short essays, research papers

9. Practice quizzes, review materials

10. Perfect online research, writing

Related pages:
eLearners Distance Learning FAQ

Instructor-Learner Behaviors Explained by Leader-Member Exchange Theory

susan — Thu, 08 Jan 2009 15:10:00 GMT

By Susan Smith Nash, Ph.D.

Does it surprise you that your online instructor is able to relate to you so closely as an individual learner? It sometimes feels almost like a tutor relationship. It's much closer and more effective than the traditional classroom, where it is typical to see a professor holding forth to a large classroom, or a streaming media "talking head" beaming out through your monitor. In an online course, your instructor has the ability to establish a high-quality one-on-one relationship with all members of the course, as well as an impersonal larger relationship with all the members as a whole.

How does this happen? Does you instructor clone herself? Does she create an automated avatar-bot that interacts you as though it were your instructor?

The truth is that the nature of the learning space and the way that you interact are what make the difference.

What you will see are one-on-one relationships crop up simultaneously. These are "dyadic" relationships, and they work. In fact, one of the most remarkable attributes of online courses is, as opposed to face-to-face courses, the fact that the instructor is able to establish a productive and highly functioning set of one-on-one dyadic relationships with the individuals in the course, as well as with the group as a whole.

Let's step back a moment and see how this works. As you take the course, as a student, you'll notice that you have essentially two levels of relationships with the instructor. First, there is the sense of protected anonymity you have as a group member. You engage as a faceless group member when you read announcements and posts in the discussion area and interact with course content.

On the other hand, there is the relationship you have when you interact in e-mails, assessments, and one-on-one chats, and when you interact in small groups with targeted, personalized.

What makes a dyadic relationship a good one? How does it happen? Why are these dyadic relationships so important.

The are important because the relationship you establish with your instructor will determine how you feel about the course, and the confidence that you have. Establishing trust and maintaining an atmosphere of fairness are vital.

It does not happen immediately, though. It's a step-by-step process that occurs in stages.

Stage 1: Instructors and learners (leaders and followers), as strangers, test each other. What behaviors are most comfortable?
Stage 2: Instructors and eLearners define what they are supposed to do. This helps shape and refine roles.
Stage 3: As roles reach maturity, the relationship attains a steady pattern of behavior. Leader-member/Instructor-learner exchanges are difficult to change.

The important key factor is to remember that the relationship is forged by behaviors that develop over time. The level of trust, and the freedom and range of communications are unique, and can be explained by the Leader-Member Exchange theories (Liden and Maslyn).

Robert C. Liden and John M. Maslyn's book, Multi-dimensionality of Leader-Member Exchange: An Empirical Assessment through Scale Development explores the process. Liden and Maslyn show how the leader/instructor can establish "partnerships" with a large number of followers. Each member in the partnership feels special, and the relationship the instructors establish is unique and it is responsive to the individual needs of that student.

Once a relationship has been solidified, it is very difficult to dismantle. It will be glued together by the power of expectations, past behaviors and interactions, and the expectation of continuity.

If you're a student, you're going to feel a strong bond with your instructor, and you'll trust her. If you have the chance to study with her, rather than other (and unknown) instructors, you'll do so. You want to keep the relationship going, and you appreciate the fact that when you interact with her, you do it one-on-one, and you feel acknowledged as a person, and affirmed as a valuable human being.

It's easy to overlook the value of the "warm fuzzies" and to not appreciate how one-on-one dyadic relationships between student and instructor make one feel better as a human being. But, in a situation that can be as potentially isolating as an online course, these can be of vital importance. Feeling a sense of belonging, and having a solid relationship can definitely be the difference between feeling alienated or being motivated and filled with an "I can do it" attitude.

Learning Styles and Preferences: Self-Knowledge Can Help in eLearning

susan — Thu, 01 Jan 2009 15:30:00 GMT

By Susan Smith Nash, Ph.D.

To gain insight into your personality, learning styles, and approaches to knowledge acquisition, it is very useful to take a look at the work that researchers have done in finding out how people learn. In general, they have found that people tend to have different preferences. Although people learn in many different ways, their approaches tend to be determined by attributes in three distinct areas: perception, information processing, and personality.

Think of it as the "Three P's" — Perception, processing, and personality.

The following researchers have investigated learning preferences and styles. They have also developed questionnaires and inventories:

Myers and Briggs

Built around Jung's personality theory, the Myers-Briggs inventory involves analyzing results to questions that will allow individuals to classify themselves and measure the degree to which their personalities include characteristics such as perceiving, judging, thinking, feeling, sensing, and intuition. Individuals can use the information to help them understand themselves and their relationships with others in work teams, discussion groups, and interactions with the instructor. The approach is very popular in businesses. A question about how much one's personality matters in learning has not been resolved.

Visual — Auditory — Kinaesthetic (VAK)

Take the VAK Survey.

Which works best for you? Seeing? Hearing? Hands-on? Basically a modality-based model, the VAK focuses on the three main sensory receivers: Visual, Auditory, and Kinesthetic (movement) to find out which learning style dominates. Modalities are a channel by which human expression can take place and is composed of a combination of perception and memory.

Kolb

Take the Kolb Survey

The Learning Styles Inventory requires one to look at patterns of behavior and to see how one's approach to learning tends to be active, reflective, abstract, or concrete. For Kolb, perceiving and processing are important elements. He tries to find where the learner is on a "thinking — feeling" continuum. He then looks at a "doing — watching" continuum. The result is a matrix that allows the learner to have a good sense of where and how he or she falls within a matrix of learning styles.

Concrete experience (feeling): Learning from specific experiences and relating to people. Sensitive to other's feelings.
Reflective observation (watching): Observing before making a judgement by viewing the environment from different perspectives. Looks for the meaning of things.
Abstract conceptualization (thinking): Logical analysis of ideas and acting on intellectual understanding of a situation.
Active experimentation (doing): Ability to get things done by influencing people and events through action. Includes risk-taking.

Honey and Mumford

Take the Honey and Mumford Learning Styles Questionnaire

These researchers seek to find one's approach to learning, and to see how it fits one's patterns. The categories of learning styles are active, reflective, theory, and pragmatic. Learners who are active focus on "doing," those who are reflective focus on "reviewing," ones who value theory like to "conclude," and the pragmatic learners focus on "planning."

Howard Gardner's Multiple Intelligences

In addition to blended sensory-based learning styles, Gardner looks at the ways that people process information, and that they pull from multiple strengths and that as a result we use more than one kind of intelligence when we learn. Our society tends to privilege primarily two kinds of intelligence: verbal/linguistic and logical/mathematical. Gardner's theory proposes that "there are at least eight other kinds of intelligence that are equally important. They are 'languages' that most people speak, and that cut through cultural, educational, and ability differences."

Entwistle

Take Entwhistle's "ASSIST' inventory"

What makes Entwistle's approach unique is the fact that the approach attempts to apply concepts to study skills and learning strategies. The goal is to look at "deep learning" as well as surface and strategic approaches.

eLearning Survival Skills

susan — Wed, 24 Dec 2008 15:30:00 GMT

By Susan Smith Nash, Ph.D.

Whether you are new to eLearning, or have taken numerous courses over the years from different institutions, it is always good to take a look at the courses you are taking and to map out a strategy that will allow you to complete the required work and to succeed.

Learning Objectives and Structure of the Course

1. — What is the topic of the course? What are the goals of the class? How long does the course last? When is work due? List the overview and create a calendar for yourself.

2. — What are the primary learning objectives? What are the main activities? Reading? Discussions? Writing? Problem-solving? Research? Make a list.

3. — What instructional materials are used? Make sure you have obtained them and they are organized clearly. Books, articles, presentations, graphics, videos, etc.

4. — What kinds of collaborative activities are you expected to do? Look ahead in the course syllabus and gain an idea of what you're supposed to do.

5. — How will you be assessed? How will it be determined that you've achieved the learning objectives?

Overview Your Study Habits, Self-Regulation

1. — What are your study behaviors? What are the best times, places, and situations for you to study?

2. — When do you create timelines and set deadlines? How do you set goals for yourself?

3. — How do you know if you've actually learned something? Do you remember it? Do you apply the knowledge? Are you able to generalize from a specific case and apply as an analogue? Does the place you are in make a difference?

Learning Preferences

1. — How do you most readily perceive information? Do you prefer visual, auditory, touch, or kinaesthetic?

2. — How do you manage information in order to remember it? How do you manage information you'll be using to solve problems? How do you process information? Do you like to organize it in categories? spatially? time-sequences? chronologically? by colors?

3. — How do your emotions factor in your learning? feelings of confidence? acceptance by peers and professor?

4. — How does your personality play a role? What type are you, and how do you approach people, groups, places?

Your Day-to-Day Approach to Learning

1. — Cognitive processing: The way you tend to receive, store, and retrieve information.

2. — Patterns of learning: Your approach, your behaviors and the place/context where you tend to learn.

3. — Adaptive responses: Adjustments one makes in order to accommodate less than ideal situations and contexts.

Conclusion

Taking an integrative approach to the course content along with how you learn is very important. The secret to a successful plan is to plan ahead. At the same time, do not overreact to unexpected deviations from expectations. Maintain maximum flexibility in order to adjust to the requirements of the class.