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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
Get great grades from a distance New to online academia and need someone to show you around? You're in the right place--and you're not alone! As more of everything goes online--fueled by tech trends as well as unexpected events like the COVID-19 crisis--it's no surprise that many of us are getting our educations there, too. Online Learning For Dummies is here to welcome you to the gigantic (and gigantically exciting!) virtual campus, and help you get settled in by providing an overview of the endless opportunities offered by distance learning, as well as offering practical advice to make sure you have the right equipment, mindset, and study techniques for success. In a step-by-step style, this friendly guide takes you from the process of determining what sort of online program is right for you, through applying and enrolling, to building the skills you'll need to succeed. You'll learn how to navigate the common features of the online learning classroom, explore the digital etiquette that will help you get the most out of your instructors and fellow students, and discover how to effectively and professionally present your work. You'll also find out how to develop good online study habits to help you avoid distraction, and how to set aside undisturbed time in between juggling the demands of work, family, and social life. * Evaluate the latest courses and opportunities * Make sure you have the correct hardware and software * Develop your online study skills via best practices * Avoid digital fatigue Regardless of age or experience, we can all do with a few pointers on how to get more from the vast array of educational opportunities offered online. This book has them all: Get reading, get online, and get the most from that education you've been dreaming about.
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Online Learning For Dummies®
Published by: John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, www.wiley.com
Copyright © 2021 by John Wiley & Sons, Inc., Hoboken, New Jersey
Published simultaneously in Canada
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Library of Congress Control Number: 2020946839
ISBN: 978-1-119-75686-6; 978-1-119-75687-3 (ebk); 978-1-119-75688-0 (ebk)
Online Learning For Dummies®
To view this book's Cheat Sheet, simply go to www.dummies.com and search for “Online Learning For Dummies Cheat Sheet” in the Search box.
Table of Contents
Cover
Title Page
Copyright
Foreword
Introduction
About This Book
Conventions Used in This Book
What You’re Not to Read
Foolish Assumptions
How This Book Is Organized
Icons Used in This Book
Beyond the Book
Where to Go from Here
Part 1: Introducing a Different Kind of Learning
Chapter 1: Planning for Your Online Learning Journey
Examining the Characteristics and Advantages of Online Education
Knowing the Technology and Computer Skills You Need to Succeed
Seeing How to Go About Becoming an Online Learner
Becoming a Star Learner
Looking at a Few Special Situations in Online Education
Chapter 2: The Traits and Benefits of Online Learning
What Makes Online Learning Different from Traditional Education?
Who Benefits from Online Learning?
Getting a Grip on Potential Pitfalls
Determining Whether You’re Ready to Join the World of Online Learning
Chapter 3: The Equipment and Skills You Need to Succeed
Checking Your Technological Readiness
Testing Your Technological Abilities
Staying Safe Online
Part 2: Preparing to Be a Learner
Chapter 4: Discovering What’s Available Online
Examining Different Types of Online Programs and Courses
Finding Out Which Institutions Offer Online Programs and Courses
Checking Out Different Structures of Online Courses
Finishing Your Schooling Faster with Accelerated Programs and Courses
Chapter 5: Doing Your Homework: Evaluating Schools
Focusing On What You Need in a School
Finding an Accredited School
Talking to the Right People to Find the Answers You Need
Narrowing Your Options
Chapter 6: Applying to School and Securing the Cash
Applying to an Online Program
Calculating the Costs of Online Classes
Figuring Out How You’ll Pay for Online Classes
Applying for Federal Financial Aid
Chapter 7: Getting Accepted and Prepping for Class
Finding Out Whether You’ve Been Accepted or Rejected
Registering for Classes
Getting Oriented
Buying Books
Chapter 8: Mentally Preparing and Having a Technology Mindset
Taking On the Right Attitude
Knowing the Tools You Might Use
You Don’t Have to Know Everything
Mastering New Tools Quickly
Part 3: The Virtual Classroom: Being an A+ Student
Chapter 9: Navigating the Learning Environment
Reaching Your Virtual Learning Environment
Locating and Understanding Critical Documents
Modules and More: Understanding a Course’s Content Organization
Attending Live Sessions
Chapter 10: Meeting the People in (and Around) Your Classroom
Getting to Know the Folks Who Are Front and Center
Seeing Who’s Behind the Scenes
Chapter 11: Communicating Clearly Online
Checking Out Methods of Communicating Online
Creating and Putting Forward an Online Persona
Participating in Discussions
Tapping into Social Networks
Chapter 12: Developing Good Study Habits for Online Courses
Setting Aside Time to Learn
Navigating the Web Efficiently
Reading Wisely
Visiting the Library
Working Offline
Chapter 13: Getting a Handle on Group Dynamics
Making Your Online Group Successful
Resolving Conflicts
Chapter 14: Recognizing We Are Global
Setting the Stage for Global Learning
Meeting People around the World
Accessing the Internet around the World
Making the Most of Your Class Time
Chapter 15: Understanding Netiquette and Ethical Behavior
Defining and Using Netiquette
Recognizing the Importance of Online Ethics
Avoiding Plagiarism
Chapter 16: Finishing and Submitting Your Assignments
Understanding the Ramifications of Rubrics
Writing 101
Completing Different Types of Assignments
Submitting Assignments
Understand How and When to Use Media
Chapter 17: Building a Portfolio of Work
Developing a Body of Work to Take with You
Getting Help with Finding a Job
Part 4: Special Considerations in Online Learning
Chapter 18: Educating Students from Kindergarten through High School
Understanding Why Kids Are Attending School Online
Seeing the Differences between K-12 and Adult Online Education
Checking Out Different Kinds of Virtual Schools for Kids and Teens
Going Through the K-12 Enrollment Process
Chapter 19: Accessibility in Online Education
Determining Whether the Courses You Want to Take Are Accessible
Disclosing a Disability to Your Chosen Online School
Using Assistive Technology Online
Part 5: The Part of Tens
Chapter 20: Ten Myths about Online Learning
Online Learning Is Anytime/Anywhere
Only Kids Take Online Courses
An Online Course Is a Helpful Way to Learn How to Use Your Computer
You Must Be a Computer Geek to Take an Online Course
Online Learning Is Easier than Face-to-Face Classes
Online Courses Are Lower in Quality than Face-to-Face Courses
Online Learning Is Always Independent
Online Learning Is Less Personal than Traditional Learning
You Need a Webcam for an Online Class
Everyone Cheats Online
Chapter 21: Ten Best Practices for Online Learners — Including Self-Care
Treat Learning Like It’s a Job
It’s Not a Sprint — It’s a Marathon
Manage Your Own Expectations
Your Calendar Is Your Best Friend
Advocate for Yourself: Ask for Help
Be Present in Class (And Let Your Instructor Know)
Give Constructive Feedback
It’s Okay to Take a Break
Sleep Is Good for You
Say Thank You
Index
About the Authors
Advertisement Page
Connect with Dummies
End User License Agreement
List of Tables
Chapter 3
TABLE 3-1 An Example of Hardware Requirements
Chapter 6
TABLE 6-1 On-Campus versus Online Costs
Chapter 9
TABLE 9-1 A Typical Discussion Rubric
Chapter 13
TABLE 13-1 Example of a Group Project Schedule
Chapter 16
TABLE 16-1 An Example of a Rubric for a Paper
List of Illustrations
Chapter 3
FIGURE 3-1: A summary of the physical makeup of a computer with Windows Vista.
FIGURE 3-2: A summary of the physical makeup of a computer with Mac OS X.
FIGURE 3-3: An example of a computer's file structure.
FIGURE 3-4: A sample URL of a secure site.
FIGURE 3-5: A sample URL of an unsecure site.
Chapter 4
FIGURE 4-1: The interface of a typical self-paced course.
Chapter 6
FIGURE 6-1: The FAFSA portal.
Chapter 7
FIGURE 7-1: An example of an online course registration system.
FIGURE 7-2: An example of an online orientation program.
Chapter 8
FIGURE 8-1: The home page of a course taught on Canvas.
FIGURE 8-2: A view of a self-paced course in Bridge.
FIGURE 8-3: The Windows keyboard, with highlighted keys.
FIGURE 8-4: The Chromebook keyboard, with highlighted keys.
FIGURE 8-5: The Mac keyboard, with highlighted keys.
FIGURE 8-6: An LMS with Record sessions using Panopto software.
FIGURE 8-7: Saving a document directly from a page.
FIGURE 8-8: Saving the document from a link
FIGURE 8-9: Copying-and-pasting text.
FIGURE 8-10: An Internet search using Google.
FIGURE 8-11: Searching YouTube for help.
Chapter 9
FIGURE 9-1: Enabling pop-ups in Chrome.
FIGURE 9-2: Canvas: A portal you might see when first logging in.
FIGURE 9-3: The home page of a course taught on Canvas.
FIGURE 9-4: The home page of a course taught on Moodle.
FIGURE 9-5: A calendar with a monthly view.
FIGURE 9-6: A calendar view listing assignments.
FIGURE 9-7: A calendar RSS feed.
FIGURE 9-8: A calendar with an added RSS feed.
FIGURE 9-9: A view of a typical grading scale.
FIGURE 9-10: A sample home page that shows module organization.
FIGURE 9-11: A sample interface for an online office hour.
Chapter 11
FIGURE 11-1: A sample announcement from an instructor on a course’s home page.
FIGURE 11-2: An example of internal private communication.
FIGURE 11-3: Canvas discussions: A discussion in chronological order.
FIGURE 11-4: Canvas discussions: A discussion displayed in threaded fashion.
FIGURE 11-5: A social network, used academically.
Chapter 12
FIGURE 12-1: A full taskbar, showing multiple floating windows.
FIGURE 12-2: A single window, with multiple tabs.
FIGURE 12-3: A social bookmarking account.
FIGURE 12-4: The View and Zoom options inside a browser.
FIGURE 12-5: Highlighting a web page within a browser using a text highlighter ...
FIGURE 12-6: Your learning management system can alert you to new information.
FIGURE 12-7: An online library portal.
FIGURE 12-8: An example of a keyword database search.
Chapter 13
FIGURE 13-1: An example of a discussion forum for a group.
FIGURE 13-2: An example of a group project document using Google Docs.
FIGURE 13-3: A group call using Zoom.
FIGURE 13-4: A group call using Teams.
FIGURE 13-5: A group call using Google Meet.
Chapter 16
FIGURE 16-1: A dropbox in Canvas.
FIGURE 16-2: A quiz page in Canvas shows different variations on the Submit but...
FIGURE 16-3: Audio submission inside a Canvas discussion forum.
FIGURE 16-4: A video, embedded in a discussion.
Chapter 17
FIGURE 17-1: The public view of an ePortfolio.
FIGURE 17-2: Sublevel navigation in an ePortfolio created with Weebly.
Chapter 18
FIGURE 18-1: A synchronous class interface.
FIGURE 18-2: A glimpse of what an online course for K-12 looks like.
Chapter 19
FIGURE 19-1: An example of a captioned video.
Guide
Cover
Title Page
Copyright
Table of Contents
Foreword
Begin Reading
Index
About the Authors
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Foreword
When I think of the sixty online instructors that I have supervised since 1996, at the top of the list are Dr. Susan Manning and Kevin Bowersox-Johnson. Both are award-winning online instructors with over twenty years of experience designing and teaching online courses and certificates using a consistent application of proven best practices in online learning.
Above all, the authors understand how to coach and mentor newbie online students in becoming proficient online learners.
As a Coordinator of Online Professional Development, I have watched technology tools dramatically improve and advance. Yet I continue to hear instructors and trainers say the same thing today as in past years: Instructors wish remote learners understood the expectations of learning online and had a step-by-step success guide.
This book is a valuable compilation of lessons learned and provides a resource for new virtual learners to navigate the complexities of online learning. It answers questions about how to make the experience produce meaningful learning that sticks for life. Also, it includes how to locate legitimate online training and avoid scams.
Following the steps in this book will help result in the completion of an online micro-course, boot camp, certificate, virtual corporate sales training, or employee onboarding, as well as a full degree program.
Yes, you can Google and get the same stuff online, but this book provides specific strategies to leverage learning now and in the future as adults find themselves changing careers and retooling for the future.
Online Learning For Dummies is a book that will guide and motivate you to continue learning conveniently from your tablet or laptop or even your smartphone!
Joan Vandervelde
Online Professional Development Coordinator, University of Wisconsin-Stout
Owner, InstructOnline.com LLC
Introduction
According to the Babson Survey Research Group, online enrollments had grown for 14 years consecutively. Nearly every college student accesses course documents and resources via online portals. One in three learners in higher education takes at least one fully online course. That’s a lot of online learning! And, considering that college is no longer limited to advantaged 18- to 22-year-olds, that means a lot of those online learners may be older and less familiar with the tools that come with the territory. That’s why we’ve written this book — for the many learners who find themselves in school, online, and confused.
And then there’s the COVID-19 pandemic of 2020. Overnight, brick-and-mortar schools had to shift to online options. College students were told to finish the term online. Though this kind of emergency instruction was not ideal for faculty or students, it brought about a sensitivity to how different online learning is from face-to-face models.
Furthermore, the ups and downs of the global economy have sent more learners back to school to retool or add credentials to their résumé. However, balancing work, family, and civic commitments with school is an arduous task at best. Online options allow learners to address their professional development needs at a time, and in a manner, that may be more flexible with their lifestyles. This may be part of the reason that online enrollments have mushroomed over the past few years.
Fifteen years ago when we tried to explain to people that we teach college courses online, we were met with, “How does that work?” Today, we hear stories of family members or colleagues taking courses online, but many questions still remain. There’s a bit of controversy, too, in that students may not have a choice but to take a course online, and too often they’re left to flounder, with inadequate guidance from advisors and faculty.
Regardless of age or experience, learners who know what they want and are willing to work hard are the ultimate winners in the world of education. Online Learning For Dummies helps students become winners in the online classroom by explaining just how it works. We take you from the decision-making process of determining whether this venue is right for you to applying and enrolling and then to the skills you need to succeed.
About This Book
Online Learning For Dummies is not a highly academic book written for scholars. It’s a book for everyday people who find themselves faced with online possibilities. You can trust this book when you need to quickly understand something about online learning. Consider these examples:
If you’re a working professional who needs to earn an additional degree or certification for career advancement,
we can show you how to put together your application materials and get started in a program.
If you want to go to school full-time but lack the funding,
we can tell you whom to talk to regarding financial aid.
If you want to take online courses but are unfamiliar with the technology involved,
we can walk you through the kinds of tools you’ll use to support classroom discussion and submit your assignments.
If you’re a high school student thinking about nontraditional schooling,
we can give you the information you need. We also cover students with disabilities.
Depending on who you are and what you need in terms of online learning, you can easily skip around this book to find exactly what you need. (Don’t worry — we won’t complain if you want to read it from cover to cover!)
Conventions Used in This Book
We use several standard conventions throughout this book:
New terms are
italicized.
We try to use as little jargon as possible, but because online education utilizes some slightly new vocabulary, some terms are unavoidable. Italicized words are followed by definitions in layman’s terms. (We also italicize any words we want to emphasize.)
Key words in bulleted and numbered lists are
bold
so that you skim what’s most important.
You’ll see a lot of web addresses — how could you not, when we’re talking about
online
learning? Also, notice we don’t always give the entirety of the address, just the basic information you need to type into your browser bar. For example, if you type
www.vimeo.com
, you’ll get to the page!
We’ve used gender-neutral language throughout the book. You’ll notice “they” as the most common pronoun. That’s because teachers and students come in both varieties!
What You’re Not to Read
Of course, our egos hope that you read and digest every word. But the realists in us know that you’re busy and might want to read only the essential material. So, if you need to skip a few things due to time constraints, here are a couple of suggestions:
Sidebars (in shaded gray boxes) contain information that is interesting but not critical to understanding online education.
You can skip these boxes, especially if you understand the context of the surrounding material.
We use the Technical Stuff icon for any topic that may require a little more explanation of what it is and how it works.
However, providing an understanding of technical details isn’t the purpose of this book. Therefore, paragraphs marked with this icon can be skimmed quickly or skipped entirely, if you prefer.
Foolish Assumptions
As a way of helping us focus on what to write, we made several assumptions about you, dear reader, when writing this book:
You know how to use a computer for the basics.
We hope this is true about you. If it isn’t true, perhaps you can skim
Chapter 3
and then decide whether online education is really for you.
You’re considering going back to school and you’re leisurely looking at alternatives.
Maybe you’re curious about how online learning works and want to get a sense before you select a school or program. In that case, you have plenty of time and may read the book from cover to cover.
You know which subject you want to study.
We know that not everybody knows exactly what they want to study or what career they want to have upon graduation. We’ve done our best to speak to those who want to participate in a full-fledged online program as well as those who want to explore options and possibly take only one or two classes total.
You’re faced with an online course, have no idea what you’re in for, and need the information quickly!
This is where the majority of online students find themselves the first time. If you’re already enrolled, you may want to jump to
Part 3
and learn what you need to excel.
You’re an online instructor (or were recently forced to become one) and are curious about the various ways in which online courses are structured and how students and staff interact in cyberspace.
This book can help you see online learning from the student’s perspective, and it may inspire you to try a new idea or two. Heck, it may even inspire you to consider taking an online course as a way to grow professionally.
You’re an online instructor and you need your students to be better prepared for taking online courses.
Perhaps your students are coming to your virtual classroom unprepared, with false expectations about online learning. In this case, consider recommending this book to your school bookstore to help your future students settle in to your online course quicker.
How This Book Is Organized
Online Learning For Dummies is organized in five parts. The parts are organized so that you can start by looking at the big picture of online learning and then walk through the decision-making and application processes, dive into courses and succeed, and, ultimately, move out of the educational realm to apply your newfound skills and knowledge.
Part 1: Introducing a Different Kind of Learning
In this part, we give you the basic landscape of online learning. In particular, we discuss what you may need to consider about online learning to see whether this is truly a fit for you. In addition, we give you an overview of the technological competencies you should have before taking an online course.
Part 2: Preparing to Be a Learner
If you haven’t gone to school in the past ten years, you’re in for a surprise! Almost everything is online, from course catalogs to applications to live advisors. This part walks you through the processes you need to follow to select an appropriate program or course, apply, register, and enroll. We also tell you about why you need to have the right attitude for learning online.
Part 3: The Virtual Classroom: Being an A+ Student
This part is where we talk about the specifics of how online learning works. Drawing from years of helping new learners become acclimated to online courses, we walk you through the common activities and processes you need to know as an online learner. This includes communication skills, identifying important documents and resources in a course, and understanding your role and tasks as a learner. Even if you’ve taken an online course previously, you may be surprised at the details we address.
Part 4: Special Considerations in Online Learning
One of the truisms about online education is that it offers more educational possibilities for persons who may not have access to a more traditional educational system. This includes younger students (those in kindergarten through high school) and students with disabilities. Online classrooms are diverse, and we address special needs in this part of the book.
Part 5: The Part of Tens
Every For Dummies book concludes with a short summary of key information and tips. In our Part of Tens, we have included ten myths about online education and ten best practices for self-care while being an online learner.
Icons Used in This Book
As is customary in any For Dummies book, we’ve used a few standard icons. Here’s what the symbols mean and how you should interpret them:
We use this icon to mark strategies and techniques we’ve learned from being online students ourselves or from our former students.
Any information marked with this icon is worth remembering and taking away from this book.
This icon denotes things you should be cautious of. Taking note of this info can help you avoid unnecessary headaches.
We use this icon when we feel the need to provide more background information on a topic — material that’s interesting, but not essential to your understanding the big picture.
Beyond the Book
In addition to the pages you’re reading right now, this book comes with a free access-anywhere cheat sheet that offers a number of online-learning-related pearls of wisdom. To get this cheat sheet, visit www.dummies.com and type online learning for dummies cheat sheet in the search box.
Where to Go from Here
We understand that your situation is specific to you and that you may not necessarily need the same information as other readers. Feel free to look over the table of contents and decide which chapter might best meet your needs. Our recommendation is that if you’re brand-new to the idea of online learning, flip to Chapter 1 for an introduction and move through the book sequentially. If you’re already taking an online course, head to Part 3 for pointers on succeeding in your class.
We truly hope that not only is reading this book enjoyable to you but that it also helps you make some important decisions, provides you with the right questions to ask on your academic journey, and better prepares you for your online adventures.
We wish you luck in your online journey and prosperity in your future careers and academic adventures.
Part 1
Introducing a Different Kind of Learning
IN THIS PART …
Explore the online learning landscape
Evaluate the benefits of online learning
Gauge your own online learning aptitude
Examine the technical requirements for effective online learning
Chapter 1
Planning for Your Online Learning Journey
IN THIS CHAPTER
Seeing what online learning is all about
Walking through the process of becoming an online learner
Finding out what it takes to succeed in online classes
Looking at special populations that may benefit from online courses
Hello, and welcome to the world of online learning. We are excited that you picked up this book to help you jump into online learning and what it takes to succeed in the online classroom. In this book, we explore the ins and outs of online learning. We share personal stories, from both instructor and student perspectives, as a way to help you understand what is expected of learners and overcome the sometimes false expectations of new online learners. We want to be clear that this relates to learning via a college course as well as learning via workplace training; in either scenario, the shift to learning online requires new skills.
You may have some specific questions about online learning, such as these examples:
What is online learning, and how does it differ from the traditional face-to-face classroom?
Which institutions offer online programs or courses, and how do I find them?
What type of computer and technological skills do I need in order to be a successful online learner?
What kind of work will I be expected to do, how will I complete that work, and how will I be graded?
What resources are available if I need help?
Our hope is that we have created a resource that answers these questions and more in order to help you succeed as an online learner. In this chapter, you begin your journey into the virtual world of online learning.
Examining the Characteristics and Advantages of Online Education
In a nutshell, online learning is using the Internet to support learning. It is about connecting the learner to educational materials by way of the Internet. Online learning combines a student (you), a curriculum (determined by the school or instructor or trainer), and an Internet connection. In this section, we introduce a few traits and benefits of online learning; we cover both topics in more detail in Chapter 2.
The nature of online education
The content delivered as part of an online course and the way in which you prove that you’re learning that content may vary widely. This list describes a few common formats:
Read material, engage in online discussions with classmates, and then submit papers or projects at the end of the term.
This is probably the most common design. You complete the work when it’s convenient for you but within the guidelines established by the instructor. For instance, if the instructor says that you need to post discussions by Monday at midnight, you can work through the weekend and get your ideas posted to the discussion board before you begin your workweek. These courses are often facilitated by an instructor (they’re referred to as instructor-led) who not only shares their expertise in the field but also helps guide you through the entire online learning process.
Read material and then take a test.
This is our least favorite method, and many students find it horribly dull. However, for some subjects, you can zip through the basic background information quickly and move on. You typically have little interaction with your peers. As a matter of fact, in some self-paced courses, you have no interaction with peers and little interaction with the instructor.
Read materials, log in to a real-time web conference, and then listen to the instructor or interact with peers.
You may take a test or submit papers later to demonstrate your understanding. This
synchronous
(real-time) method of online learning has become quite popular, especially for workplace training and professional development. However, it requires you to adjust your schedule to accommodate the class, just as you would a traditional class. These courses are also instructor-led and sometimes include peer presentations as well.
In Chapter 2, we provide more examples of how the nature of online education is unique. However, we want to emphasize an attitudinal shift in online learning: The learner (you!) must assume responsibility for learning the material. There’s no cyberprof in the room to nag you or tell you when it’s time to log in. Of course, wonderfully encouraging and compassionate faculty want to see you succeed, and they communicate with you regularly to keep you engaged, but the nature of online learning requires the student to take charge and complete the work.
So, what kind of learner thrives in this kind of educational landscape?
A person who needs flexibility in terms of when courses are offered:
If you have no free moments until 11
P.m.
because of competing life demands but you really want to learn, an online course you can complete at 1
A.m.
may work. (We hope you get to sleep in until later in the morning!)
A person who comfortably sets their own agenda and manages their time well:
If you’re good at crafting a plan and sticking to it, online learning may be for you. Though the instructor may provide a schedule and deadlines for assignments, you have to work them into your lifestyle.
A person who has strong reading and writing skills:
Because much of what you need to know comes by way of textbooks or web pages, you need to be a decent reader before taking an online course. In addition, the way you show that you know the material requires writing summaries and short essays. Clear, concise written communication skills earn you an A.
A person who’s comfortable with technology:
Later in this chapter, we say more about this topic, but the bottom line is that an online course requires familiarity with your computer. This isn’t the place to learn about the computer.
A few pros of online learning
Online courses and opportunities to learn have been steadily growing in popularity for the past decade. Here are just a few reasons online learning is popular:
You can work around your schedule.
Who isn’t triple-scheduled these days with demands of work, family, and community? Few of us have large blocks of time available for classes, but we may have an hour here or there. In an online course, you can log in and work whenever it fits into your schedule. You may find that studying for an hour first thing in the morning or over your lunch break is just what you need to get you back into the academic groove.
You can save time and money by not having to commute to school.
Even if your local college is five miles from your home, the process of packing up your gear, getting to the school, finding parking, and walking to the classroom takes 30 minutes. Save the gas money and time, and study from home!
In some cases, courses are accelerated and you complete the degree or program sooner.
A mixed blessing, many online programs have accelerated a traditional semester-long course into 8 weeks. Though you may take only one course at a time (or two, over the course of a 16-week semester), these courses move fast! The good news is that these kinds of programs typically run year-round and advance students through degrees and certificate programs faster than they would otherwise. (Flip to
Chapter 4
for more information on accelerated classes.)
Some of the pettiness and bias between students in traditional classes gets left behind in the online world.
No one knows whether you are shy, speak with a lisp, or sport multiple tattoos when you’re an online student. What others care about are your ideas and how you communicate these ideas about the course material. Many students find this situation liberating.
Knowing the Technology and Computer Skills You Need to Succeed
Many nontraditional or adult students shy away from online education because they’re afraid their computer skills aren’t sufficient or they worry that they need a state-of-the-art computer. Don’t let these thoughts scare you away from reaching your academic goals. Most institutions provide technological support and detailed lists of hardware, software, and competency requirements. Family, friends, and your local library also can serve as excellent backups when technology breaks or your Internet access is lost.
Don’t get us wrong, though: A few minimum requirements must be met in order to adequately learn online. Chapter 3 describes the technology you need and all the skills necessary to be an online learner. In short, persons taking online courses should have access to the following basic hardware and software:
A computer with monitor, keyboard, and mouse (a laptop counts!)
Access to a reliable Internet connection
A web browser (for example, Chrome, Microsoft Edge, or Safari)
Speakers, microphone, or headset with microphone (optional, but may be required by some programs)
Word processing software such as Word or Google Docs
Presentation software such as PowerPoint or Keynote
Additionally, you should be able to handle the following basic tasks before taking an online course:
Open your Internet browser and navigate to a given website address (or
URL
).
Send and receive emails with attachments.
Open a word processing application and format, save, and retrieve documents.
Read and scroll web pages efficiently.
Type quickly and accurately.
Organize folders on your computer’s hard drive or an external flash drive.
Download and install software.
Run virus protection software.
Seeing How to Go About Becoming an Online Learner
After you have an idea of what may be involved in online education and a good grasp of the technological competencies you may need, you can turn your attention to finding the right program and school and grabbing your seat in the class. You also need to know the process for applying to a school and getting ready for class. We introduce the basics in this section.
Finding available courses
We assume you know what you want to study — for instance, you know whether it’s art history or business administration. That said, do you want to take a course or two, or do you need a degree or certificate? We ask this question because it influences how you go about finding an online course. Setting your sights on a degree means investing more time and money in the learning process. If you’re like most people, the stakes seem a little higher when money is mentioned, and you want to make the best decision.
Here are a few possibilities, and you may want to explore all four:
If all you need is a course or two in one area:
Check with your local 2-year school. Many 2-year colleges offer online courses at a fraction of the cost of traditional 4-year institutions.
If you’re looking for a graduate level course in your professional area:
Go back to wherever you earned your undergraduate degree and see whether that institution offers online courses. You already have a relationship with those folks, and you may find that the application and admission processes are streamlined.
If you need to brush up for a career boost:
Check with professional associations. More and more associations offer courses and certifications via online programs. Having an industry-recognized credential might be just what you need.
If you have no idea where to start:
Use a standard search engine to explore the possibilities at major online institutions. We deliberately avoid listing popular schools, because the landscape changes quickly! Plus, every learner needs to do their homework in terms of researching reputable, accredited programs. That said, if you find an interesting prospect, be prepared to receive solicitations the minute you submit a web based form asking for more information.
If you do a Google search, the schools listed at the top are most often for-profit schools. Be careful when it comes to for-profit schools! Many are far more interested in taking your money than in offering you a good education. Later we talk about how to look at accreditation. Top of the list may not equate to top in quality!
Jump to Chapter 4 for a more detailed explanation of the process of finding the courses and programs available online.
Evaluating programs
Regardless of whether you want to enroll in a single course or a degree program, you must select a school that is respected and accredited. Don’t sink your money into a diploma mill that teaches nothing and wastes your time. In Chapter 5 we detail how to determine a school’s accreditation, but we can tell you up front that it should be obvious. When you visit the school’s website or review its printed material, you should see accreditation credentials listed.
After verifying accreditation, you may want to consider other factors when you evaluate online programs (see Chapter 5 for more details and lists of questions to ask academic advisors, instructors, and other students):
General course style:
Are these self-paced courses where you read and take tests, or do they engage the learner in discussion and active participation? You need to find a course that meets your expectations of what learning should be ideally. Also, consider whether you will work on your own schedule or schedule your courses with real-time meetings conducted via web conferencing.
Class size:
How many students does the program squeeze into the virtual classroom? If you’re one of 20, that’s an acceptable ratio. If you’re one of 50, expect the instructor to be harried and the quality of your interaction to be markedly different.
Completion and retention rates:
This is a telling statistic. How many students actually complete the courses or degrees? If only 20 percent of starters reach the finish line, the courses may be poorly designed, too difficult, too boring — you get the picture. This area is worth exploring with a counselor or an advisor.
Faculty background and training:
Who teaches at this school? What kinds of credentials do the instructors possess, including technology training? Surprisingly, you don’t need to consider whether the faculty are full-time or part-time, because many online faculty are actually
subject matter experts (SMEs),
who have impressive professional credentials in their disciplines. The most critical issue is whether these folks know what they’re doing when teaching online.
Student support services available:
Who will help you register, select the right courses in the right sequence, and figure out the technology, for example? What if you need accommodation for a disability? Quality schools and programs address these student services from the beginning; you know you have a whole team behind you.
Applying to a program and securing the money you need
If you’re an adult learner, you may remember the lengthy college application process where you filled in forms, wrote an essay, took exams, and so on. Your high school guidance counselor probably walked you through the steps. Some of that process is the same online, just web based. Other processes are slightly different. For example, you may not need entrance exams, such as ACTs and SATs. Transcripts can be sent electronically.
Chapter 6 provides an overview of the whole process. It may surprise you that applying to an online program and then following through with registration still involves a guidance counselor of sorts. In the digital world, this usually involves continual communication with a representative from the school. For example, if you need to know more about a program, you may be asked to fill in a web based form. That form generates a phone call, and you quickly have a personal counselor or advisor working with you.
Not only do you have to think about the application process, but you also have to consider the cost of classes. College isn’t cheap if that’s the direction you’re headed. However, just as you may consider financial aid for traditional courses, you should explore this area for online programs (see Chapter 6). Your financial options may include
Scholarships based on academics, demographics, or other criteria:
These do not have to be paid back.
Grants awarded by the federal government based on financial need:
To qualify, you must first complete the same financial aid paperwork as all other students, available at
https://studentaid.gov
.
Loans, via either the government or private lenders:
When you need to pay these back and at what interest rate depend on the lender.
Are online courses less expensive than traditional on-ground courses? Yes, probably. Tuition may be the same, but you save money by not having to pay transportation costs. Other expenses, such as childcare, may or may not affect you. For example, one parent may be able to study while children nap or do their own homework; another may need childcare to keep a busy toddler occupied so that they can focus on schoolwork.
If you study more than part-time at a regionally accredited institution that receives federal financial aid, you may be eligible for assistance. You have to be part of a degree or certificate program, however. Check with the school for the details of what may be available, as well as its process. This is where selecting a school with a full suite of student services pays off, literally.
Getting accepted and preparing for class
After you’ve applied to an institution, your application and supplemental materials (transcripts, letters of reference, and personal statements) are reviewed by the institution. Of course, smarty that you are, you’re accepted. You receive notice of your acceptance via email; however, some institutions follow up with a more formal acceptance letter via standard US mail. If for any reason you’re not accepted, don’t panic: Would-be students may not be accepted for any of several reasons, many of which are merely administrative. In Chapter 7 we discuss in more detail what to do after you’ve been accepted and describe strategies for moving forward if your application is rejected.
After you've been accepted, you must enroll in courses. This process is also completed using the web. Most institutions, even those teaching face-to-face, require students to log on to a website where they access the institution’s course catalog and register for classes they want. These sites also provide you with a list of the required textbooks chosen for each class. If you don’t know which class or classes you should take first or in what order you should take them, contact your academic advisor to work out these details.
Imagine that you’re partway between registering and actually starting class. What’s left to do? Get oriented! Any decent school provides you with an orientation experience. It may be a series of prerecorded tutorials to guide you through common technology processes or an invitation to attend a live webinar to see and experience the same. Orientation in its simplest form may consist of your receiving a document with printed procedures. See Chapter 7 for full details.
Attitude is everything
Think about the last time you had to do something you had never done. What helped you succeed? Your attitude was probably a huge part of the equation. Having a growth mindset means that you’re willing to try new ways of learning, even if it means you might not immediately succeed. And if you do fail, a growth mindset turns that failure around into another attempt. Having a growth mindset is all about taking baby steps toward a goal.
With a growth mindset, you’ll take in all kinds of new terms related to online learning. You’ll experience the learning management system (LMS), and you will work in the cloud. These are exciting new ways to learn!
Most importantly, you have to see yourself as capable. We cover the right mindset in Chapter 8.
Becoming a Star Learner
After you register for classes, it’s time to begin learning. This task can be a little nerve-wracking, especially if you haven’t been in school for a while. However, like most things in life, a little preparation goes a long way. We help you with the basics in this section.
Making your way around your classroom
To truly succeed in online learning, it helps to be prepared and take the necessary time to become familiar with your classroom. In many cases, institutions will even open your virtual classroom one or two days before classes officially begin. Take advantage of this opportunity by logging in to your course and becoming familiar with the following aspects:
General course structure
Instructor announcements
Instructor contact information
Syllabus
Calendar
Course policies (including grading)
Flip to Chapter 9 for plenty of help with navigating your classroom.
Meeting the instructor, fellow students, and other important folks
You may think you’re alone on your learning journey just because you’re not physically in the same room or building as your instructor and classmates. Nothing could be further from the truth. As a matter of fact, some of our students have shared with us that they feel more connected to their online peers than they feel about the people they work with daily.
When taking online courses, you have a plethora of academic and technical support. Not only can you connect with your instructor and peers, but most institutions also connect you with academic advisors, technical support staff, guest speakers, and more. Check out Chapter 10 for more information on meeting all the people in and around your classroom.
If you ever do feel alone, don’t hesitate to reach out. One way to stay connected to peers is to form a virtual study group that meets in real time (synchronously) each week to discuss course content and upcoming assignments. You can do this by way of several free online tools, such as Google Meet or Zoom.
Communicating with clarity
Though you may have opportunities to communicate with your instructors and peers via voice and/or video, most communication occurs in text. Therefore, communicating clearly, concisely, and respectfully in writing is important.
Online courses employ two standards of writing: formal and casual. Being able to follow the instructor’s cue and write according to the standard of each particular course is important. For the most part, though, initial discussion posts and assignments use formal writing skills, whereas responses to peers and questions are much more conversational.
Chapter 11 has full details on how to communicate clearly online.
Strengthening your study habits
With freedom comes responsibility. This statement couldn’t be more true when it comes to developing good online study habits. As an online learner, you have more freedom to choose the days and times that you study and complete assignments. This may sound appealing until family and friends want to go see the latest action film or your child begs you to read their favorite book for the 400th time. Developing a strict schedule for studying is important in order to keep up with readings and assignments.
Not only is it helpful to have a set schedule for studying, but you also need to establish efficient and effective study skills to maximize productivity. Looking for patterns within your course schedule, bookmarking important sites such as the library, and writing initial posts offline are all things you can do to use your time more efficiently. Flip to Chapter 12 for information on developing good study habits for online classes.
Working well in a group
Yep, you read that heading correctly: group work. The fact that your instructor and peers aren’t in your geographical location doesn’t get you out of completing group assignments. Research shows that working in groups is tremendously beneficial, and being able to do it in an online setting takes skill, patience, and a lot of communication. To some of you, this won’t come as a surprise, because more and more people work remotely. Your job is one giant group project!
As with any group-based task, you can do a few things to help make group work more efficient and effective (as you can find out in Chapter 13):
Communicate as soon as possible and as often as possible.
Summarize the project and break it into manageable tasks.
Delegate tasks to group members.
Establish roles.
Document progress.
Most conflicts among group members are about one or more members of the group not doing their share. Documenting progress, or lack thereof, and keeping your instructor in the loop helps keep each member accountable and helps your instructor better facilitate conflict resolution when necessary.
Being part of a bigger world
One of the most exciting aspects of learning online is that you can meet others from around the world and learn from them. The Internet has opened possibilities your grandparents could not have imagined. It is not uncommon to have students from multiple continents in one course.
Being a global learner means having respect for cultural differences. It also requires that you coordinate across time zones and that you are helpful, not critical, when it comes to resolving problems that may arise from language differences.
In addition to describing what it’s like to be in a global classroom, we address in Chapter 14 how to work and study from afar.
Minding your online manners and ethics
One problem with communicating mostly by text is that anyone can misinterpret what is written. Therefore, keep humor to a minimum and avoid posting questionable content. You also need to recognize when and where to address individuals when problems arise. If you are having a problem with a peer, politely and privately communicate directly with that person. You will want to include your instructor, who can facilitate resolution if necessary.
If your issue is with the instructor, you might take a different approach. For example, have you ever been in a face-to-face course when someone questioned an instructor rudely or otherwise inappropriately? In most cases, the instructor wins and the student ends up looking like a fool. The same is true in the online environment. If you need to question your instructor or another peer, post the question or concern privately and respectfully. In return, your instructor should also communicate concerns privately, along with other personal information, such as your grade and assignment comments.
Part of being respectful and honest is posting original content and giving credit where credit is due when posting someone else’s work. You should cite sources in formal assignments and in everything you post, email, or present. If the idea isn’t yours, cite it! If you have a question about whether to cite something, or if you’re unfamiliar with the proper way to cite sources, ask your instructor or a librarian. We discuss this topic and others related to ethical behavior in Chapter 15.
Institutions often provide instructors with tools to check assignments for originality. These tools include comparing your assignments to a database of other assignments, web content, and dissertations. Know your institution’s guidelines for quoting/citing sources and developing original work. Some schools consider it plagiarism to repurpose an assignment from one class for another. The penalties for plagiarism can be quite severe, including removal from a program. Again, if you have a question about whether you can do something, ask. Don’t assume.
Completing and turning in assignments
Some people believe that when you take an online class, you simply read an assignment and then take a test. This is partially true, but not as prevalent as you may think. Online instructors use a variety of assessment techniques to determine your level of understanding. As an online student, you may be asked to answer questions about the readings, write an essay that analyzes and evaluates research, give an oral presentation, or create a project to share with the class. All these formal assessment techniques require you to create something in a scholarly manner with proper citation and style formatting, depending on your instructor’s directions.
How you submit each type of assignment can also differ. You may be asked to post your assignment in a public discussion forum for others to read and respond to. Alternatively, you may be asked to submit your work via a private, virtual drop box that only the instructor has access to. Other types of submission methods exist as well. The method for submission depends on the assignment, the purpose of the assignment, and your instructor’s preference. Most online classes use a variety of submission methods.
We discuss how to finish and submit different types of assignments in detail in Chapter 16.
Transitioning after you’re done with school
Many online learners go to school to either start a new career or earn a promotion at their current job after graduating. Reminding yourself why you’re going to school and tracking your progress can help you stay on track and prepare for that transition. Some degree programs require students to develop and maintain an electronic portfolio, also known as an ePortfolio — think of it as an electronic résumé that allows invited visitors to see your academic/work history, sample assignments, and other pertinent information. Find out more about this topic and others related to transitioning in Chapter 17.
Looking at a Few Special Situations in Online Education
Online education opens access for learners who struggle in other contexts. In this section, we show how certain groups of students can be served via online learning. We begin with a discussion of where the youngest group — homeschooled and high school students — fit in, and then move to learners with disabilities.
Students in kindergarten through high school
Sometimes young learners want or need a different structure for learning than traditional schools offer. This includes kids who fall into these broad categories (among others):
Child actors and athletes who need to travel:
Whereas these kids used to have private tutors, now they can stay on top of coursework by enrolling in online schools.
