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Lastname 1
First Lastname
Ms. Westrick
ENGL 1101
Day Month Year
Ms. Westrick
ENGL 1101
Day Month Year
Being Online is Only the Start: A Closer Look at Online Learning
The notion of using technology to enhance learning is not new. Most students are accustomed to computers in the classroom. But more and more colleges and universities are turning that dynamic on its head, using technology to bring the classroom to the student via online classes. Those exploring this alternate method of learning may be surprised to know that success in the so-called “virtual” classroom hinges on more than just a familiarity with being online.
Efforts to expand educational opportunities are generally considered a good thing, and the prospect of taking a few classes or even obtaining a full degree online may seem like a no-brainer to someone who already embraces technology. After all, the upsides seem obvious. It is much more convenient to settle into a favorite chair in one’s own home and turn on a computer than it is to visit a physical campus multiple times per week. There may also be considerable scheduling flexibility, with online students able to log on nearly anytime to do classwork (Davis).
Moreover, these days it seems almost everyone is online. Whether it’s social media, tablet games, keeping up with the news via the internet, or falling down the proverbial YouTube rabbit hole, nearly all of us use technology in some way. “I’m online for everything else, why not for school?” the thinking may go, and undoubtedly a passing familiarity with technology is a good starting point for the prospective online student. Faculty at the University of Georgia note that a “comfort level with technology” increases odds of success in online classes (“Online Learning”).
Recreational or casual use of technology is no guarantee of academic achievement, however. In fact, some of the most appealing aspects of online learning, like the convenience and flexibility mentioned earlier, can have negative unintended consequences if unchecked. “As appealing and convenient as they may be, online classes can be intimidating…and not for the undisciplined!” cautions Marykathryn Davis in her essay, “Tips for Online Students from an Online Student”. Further, close consideration of the online learning process reveals that seemingly basic competencies required of all students, such as time management and good study habits, take on greater significance for students seeking to achieve sustained positive results in the online classroom.
For instance, the traditional student’s timetable has been established for them. Staying on track time-wise is accomplished easily enough by following schedules someone else has created at the start of each semester, attending on-campus classes that typically meet on the same day and at the same time each week. Accordingly, the traditional student may perceive time management as a simple matter of showing up for class on time, turning in assignments and studying for exams when prompted by the instructor.
Conversely, students taking online classes are given no pre-determined schedule and must figure out for themselves how to effectively allocate time. It’s easy to underestimate how challenging it can be to create and stick to a schedule with little prompt or guidance, particularly if one is accustomed to a fixed schedule set by someone else. However, online students should not be discouraged if getting organized is a trial-and-error process; those tasked with making their own schedule for the first time may need to try a couple of different approaches before settling on one that works best for them. Options are many and varied, but whether it’s a whiteboard calendar, a phone app, or a daily planner, the objective is organizing and prioritizing time in order to stay on top of classwork and studying (Davis).
Creating a study routine and blocking out time for classes may seem boring or daunting to some, but students should resist at all costs the urge to “wing it” without any concrete plan. Faced with a new challenge and no immediate reward in sight, they may be tempted to “take the path of least resistance, imagining they are making creative compromises” (Benton) that require less effort. Such a casual approach may be fine for other online pursuits, but not so with online classes. This is not a point to be taken lightly, as it has been observed that students “who drop out of online courses often do so because they get behind in their coursework and then are too overwhelmed to continue” (“Online Learning”). The best way to pace oneself and avoid frustration is to have in place a set routine for studying and classwork. By establishing a system of time management that works for them, online students have sturdy parameters within which to excel.
Those considering furthering their education online should not assume their classes will be similar to games or other online pursuits they may have experienced. A virtual classroom is still a classroom, and the online student will be expected to work, managing their own time effectively in order to meet deadlines. This in mind, those who are comfortable with technology and also prepared to hone pertinent offline skills, such as effective planning and resourcefulness, may find online learning a great match and a creative way to successfully meet their educational goals.
Efforts to expand educational opportunities are generally considered a good thing, and the prospect of taking a few classes or even obtaining a full degree online may seem like a no-brainer to someone who already embraces technology. After all, the upsides seem obvious. It is much more convenient to settle into a favorite chair in one’s own home and turn on a computer than it is to visit a physical campus multiple times per week. There may also be considerable scheduling flexibility, with online students able to log on nearly anytime to do classwork (Davis).
Moreover, these days it seems almost everyone is online. Whether it’s social media, tablet games, keeping up with the news via the internet, or falling down the proverbial YouTube rabbit hole, nearly all of us use technology in some way. “I’m online for everything else, why not for school?” the thinking may go, and undoubtedly a passing familiarity with technology is a good starting point for the prospective online student. Faculty at the University of Georgia note that a “comfort level with technology” increases odds of success in online classes (“Online Learning”).
Recreational or casual use of technology is no guarantee of academic achievement, however. In fact, some of the most appealing aspects of online learning, like the convenience and flexibility mentioned earlier, can have negative unintended consequences if unchecked. “As appealing and convenient as they may be, online classes can be intimidating…and not for the undisciplined!” cautions Marykathryn Davis in her essay, “Tips for Online Students from an Online Student”. Further, close consideration of the online learning process reveals that seemingly basic competencies required of all students, such as time management and good study habits, take on greater significance for students seeking to achieve sustained positive results in the online classroom.
For instance, the traditional student’s timetable has been established for them. Staying on track time-wise is accomplished easily enough by following schedules someone else has created at the start of each semester, attending on-campus classes that typically meet on the same day and at the same time each week. Accordingly, the traditional student may perceive time management as a simple matter of showing up for class on time, turning in assignments and studying for exams when prompted by the instructor.
Conversely, students taking online classes are given no pre-determined schedule and must figure out for themselves how to effectively allocate time. It’s easy to underestimate how challenging it can be to create and stick to a schedule with little prompt or guidance, particularly if one is accustomed to a fixed schedule set by someone else. However, online students should not be discouraged if getting organized is a trial-and-error process; those tasked with making their own schedule for the first time may need to try a couple of different approaches before settling on one that works best for them. Options are many and varied, but whether it’s a whiteboard calendar, a phone app, or a daily planner, the objective is organizing and prioritizing time in order to stay on top of classwork and studying (Davis).
Creating a study routine and blocking out time for classes may seem boring or daunting to some, but students should resist at all costs the urge to “wing it” without any concrete plan. Faced with a new challenge and no immediate reward in sight, they may be tempted to “take the path of least resistance, imagining they are making creative compromises” (Benton) that require less effort. Such a casual approach may be fine for other online pursuits, but not so with online classes. This is not a point to be taken lightly, as it has been observed that students “who drop out of online courses often do so because they get behind in their coursework and then are too overwhelmed to continue” (“Online Learning”). The best way to pace oneself and avoid frustration is to have in place a set routine for studying and classwork. By establishing a system of time management that works for them, online students have sturdy parameters within which to excel.
Those considering furthering their education online should not assume their classes will be similar to games or other online pursuits they may have experienced. A virtual classroom is still a classroom, and the online student will be expected to work, managing their own time effectively in order to meet deadlines. This in mind, those who are comfortable with technology and also prepared to hone pertinent offline skills, such as effective planning and resourcefulness, may find online learning a great match and a creative way to successfully meet their educational goals.