Taking a course focused on learning in the online environment I have learned a great deal about technology, online tools and resources that I didn't know before. As a learner and researcher on this topic, I also learned about myself and my feelings and perceptions on the topic. I had many meaningful discoveries and experiences throughout the course that helped me to restructure my thoughts around online learning. Much of what I learned in this course will be applied to my continued research on the topic.
Through one of our assignments, the exercise requiring that we locate online tools and resources that could help us in the online classroom and/or with traditional learning, allowed me to investigate resources I would not have otherwise explored. One, in particular, that I found interesting and helpful was Quizlet. Additionally, the assignment reminded me of other useful tools like the Online Writing Lab, and introduced me to new ones like Open Study. I am excited to have added some new tools to my tool kit, but also to be able to have shared them with others.
The reflective nature of this course also taught me a lot about myself. Being forced to track my time and think about how I, a nontraditional student, strike a balance between work, school and family was eye opening. I learned that I often cram school into blocks of time, and usually mulit-task to do so. I also discovered that I'm OK with multi-tasking and it actually helped me feel more accomplished at the end of a busy day or week.
Additionally, I learned that I often think of the online classroom as my personal course portal, thus not actively engaging with classmates. This class taught me, through blog posting and discussion groups, that my peers often have a lot of great information to contribute and that just because I may never have a face-to-face interaction with them, I should still be open about communicating with them.
Of my many meaningful experiences, the one that stands out the most is this blog - which I intend to continue. I am interested in the topic of online learning and adults, and found the course to be a springboard to blog topics related to subject. I believe that I can continue my research and be more dedicated to producing my goal of a white paper or program plan if I maintain the blog.
With that, I know I will continue to use what I have learned in this class both as a student in the online environment and as a researcher on the subject. I will employ many of the online tools and resources for myself and share them as part of my own plan/white paper. In particular, the numerous resources and surveys made available through the Dennis Learning Center and the OSU Library are resources I will pass along to adult learners in the online environment, as I know they will benefit from having access to them. Moreover, I will reference the text as a guide in thinking about pedagogy and learning styles.
This has been a really great experience for me!
Wednesday, July 24, 2013
Wednesday, July 17, 2013
Learning in the Online Course Portal & Research
Being a student in the online classroom is often convenient for the adult learner, as not having to attend class in the brick and mortal classroom leaves more time to balance home, work, and family too. A challenge that I find many nontraditional students have less trouble with getting back into the swing of the classroom, and more trouble with understanding the classroom environment - that is, the online course portal.
Often times there are technical support services available through your college or university library and/or technical/IS staff. You can usually determine who your support team will be early on in the course (or even before it begins) by logging on to the course portal and looking for the 'help' guide. This information is also, typically, provided by the course instructor. Once you have your technical support team identified, my advice is to begin exploring the class portal and determining that your equipment meets the requirements.
Some questions to ask yourself are:
Knowing your online environment and the tools within the portal is a key to your success in the class, so take the time to familiarize yourself.
Often times there are technical support services available through your college or university library and/or technical/IS staff. You can usually determine who your support team will be early on in the course (or even before it begins) by logging on to the course portal and looking for the 'help' guide. This information is also, typically, provided by the course instructor. Once you have your technical support team identified, my advice is to begin exploring the class portal and determining that your equipment meets the requirements.
Some questions to ask yourself are:
- Does this require a specific browser for best quality performance?
- Is my internet connection powerful enough to keep up?
- Not too many people are relying on dial-up modems these days, but you still want to make sure that you computer can handle the system.
- Do I have a back-up plan/alternative workspace?
- You should plan to have a primary computer and a back-up location from which to work.
Knowing your online environment and the tools within the portal is a key to your success in the class, so take the time to familiarize yourself.
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Research tools are also very available online, but knowing your sources is just as important as knowing the course portal. Your online sources should be carefully reviewed to see if they are reliable and trustworthy. Remember, the internet is a tool that we all have access to, and most anyone can throw up a web-page.
Some helpful tips on determining the source's reliability are:
- Look for an author's name and credentials (is this person qualified on the topic?)
- Look for a page's last updated stamp (is the material recent?)
- Note how far down on the list of results the information is
Thursday, July 11, 2013
Using an ereader for textbooks
This video shares how to transfer ebook selections on to a Kindle e-reader. The narrators walk the user from the search through to the transfer of files to the Kindle from the computer. For those who have never used an e-reader this is a great tutorial.
For me, I use e-read technology frequently with online classes. I usually read the books from the comfort of my computer screen, which worked quite well. Then I got an iPad and a whole new level of convenience in online learning was availed to me. With an ereader I am able to take my texts anywhere my mobile devices go. Even if you don't have a Kindle, this video shows steps which are similar for most ereaders - and, Kindle is an app available on most mobile tablets.
Turning in Assignments in the Online Portal
When you go to class, it's easy, right? Check the syllabus, there's a
quiz today... cram! Paper due? Type, proof read, edit, print. And if you somehow
forgot that paper was due today, you could go to class and blame your printer,
asking for an extension until 5:00 p.m. after you run to Target to get some
ink. Not that anybody ever did that anyway…Ideally, you plan for papers,
study for quizzes, and come to class prepared.
Well, in the online classroom, much of the process is the same, but it is managed differently.
With regard to turning in assignments online, it is important to note format requirements and deadlines. As course structures are usually fairly liberal, without synchronous meeting times, the deadlines are usually strict without the option to turn in items late. So, it is critical to know when the assignment windows open and for how long – get those assignments in and submitted by the deadline!
Like deadlines, formats are also important. Because you’re not handing in a printed piece of paper, you may need to submit a document in particular format - .pdf, .txt, etc. If you’re not familiar with the process be sure to arrange a conversation with your instructor well in advance of the assignment’s due date.
Last – technical glitches can affect your ability to do your work online. Word to the wise – things happen! Have a back up plan. Last year, throughout much of the Midwest, a strong storm knocked out power, thankfully the library was still up and running. Don’t let your equipment or the software be an excuse or hindrance to you. Know who to call for technical support.
Well, in the online classroom, much of the process is the same, but it is managed differently.
With regard to turning in assignments online, it is important to note format requirements and deadlines. As course structures are usually fairly liberal, without synchronous meeting times, the deadlines are usually strict without the option to turn in items late. So, it is critical to know when the assignment windows open and for how long – get those assignments in and submitted by the deadline!
Like deadlines, formats are also important. Because you’re not handing in a printed piece of paper, you may need to submit a document in particular format - .pdf, .txt, etc. If you’re not familiar with the process be sure to arrange a conversation with your instructor well in advance of the assignment’s due date.
Last – technical glitches can affect your ability to do your work online. Word to the wise – things happen! Have a back up plan. Last year, throughout much of the Midwest, a strong storm knocked out power, thankfully the library was still up and running. Don’t let your equipment or the software be an excuse or hindrance to you. Know who to call for technical support.
Tuesday, July 2, 2013
Reading and the Online Classroom
Taking classes online is a really convenient way for the adult, non-traditional learner to balance work, family and school. It has been my personal experience, however, that without proper planning and dedication to the online classroom, success can be difficult to attain. Being prepared for class, specifically doing the required readings, can help in this.
Active reading - being engaged in the material and removing distractions from the environment is one way the text suggests having a better online experience. For me that doesn't necessarily mean I can't multi-task, (let's face it life is too busy to just do one thing) but it does mean I choose compatible activities. For example, I run on the treadmill while reading. My workout time is oft"en one of the only "alone times" I have besides the shower, and the quietness allows me to focus on the reading.
Since I usually obtain e-versions of the texts, I have begun to engage in the reading by using note taking apps like evernote. This allows me to quickly "jot down" the main points and move on while reading, but with the ability to access it from my phone, PC or tablet later. Additionally, since I'm always connected while reading, I find that social media can be a huge distraction. There are various ways to keep these at bay, including apps. For me, I have begun downloading the text content and disabling the internet connection to ensure I most engaged.
Following my readings, usually over a lunch break at work, I review my notes and put together a more comprehensive summary. No matter what your reason for using the online classroom, remember that the reading is an important part of your success - make a plan and engage in your reading!
Active reading - being engaged in the material and removing distractions from the environment is one way the text suggests having a better online experience. For me that doesn't necessarily mean I can't multi-task, (let's face it life is too busy to just do one thing) but it does mean I choose compatible activities. For example, I run on the treadmill while reading. My workout time is oft"en one of the only "alone times" I have besides the shower, and the quietness allows me to focus on the reading.
Since I usually obtain e-versions of the texts, I have begun to engage in the reading by using note taking apps like evernote. This allows me to quickly "jot down" the main points and move on while reading, but with the ability to access it from my phone, PC or tablet later. Additionally, since I'm always connected while reading, I find that social media can be a huge distraction. There are various ways to keep these at bay, including apps. For me, I have begun downloading the text content and disabling the internet connection to ensure I most engaged.
Following my readings, usually over a lunch break at work, I review my notes and put together a more comprehensive summary. No matter what your reason for using the online classroom, remember that the reading is an important part of your success - make a plan and engage in your reading!
Monday, June 24, 2013
Communicating in the Online Classroom
Communicating with your instructor and classmates in the e-learning environment can be a challenge. From my own experience, I tend to think of the online class space as my personal learning portal, and often forget (unless required) to engage my peers. Further, I don't utilize the instructor as a learning resource as much as I would in the face-to-face environment. But that doesn't have to be the case, and the e-classroom can be just as engaging as the traditional one.
Depending on the class format, there are times when I don't have any formal interaction with my instructor. I simply turn in assignments and complete quizzes, checking the to-do list items off. I would recommend, however, at least introducing yourself to the instructor. We were fortunate enough to have this as a requirement. To enhance this relationship, continued communications and requests for feedback are encouraged. Also, responding to instructor questions/responses on discussion boards/wikis has already helped me feel more connected.
For me one of the biggest hurdles to getting to know my peers is first impressions. Not in all classes, but in some, I find I have classmates who appear to be taking an online section because they perceive it to be "easier". In some cases, I have even had students ask for copies (scanned to them) of book material so that they didn't have to purchase one. I have probably been crass in my response, because I am put off at the request, and for that reason a negative first impression exists on both ends. A tip, provided in the E-learning Companion, is to make sure that interactions are specific and workable, and not to overuse emoticons.
Organization in the online setting can also help with communication. I tend to be a first minute or last minute poster to class discussions. In the former situation, I will post and reply to what is available to me at that moment, almost never checking the discussion again - meaning I don't get to see what the majority of my classmates are posting and "talking" about. In the latter situation, I am usually so rushed that I'll post my discussion and reply to the one posted in the most proximate time to my own. Similarly, I lose the ability to interact at a meaningful level. With a well thought out organizational plan, I could check in at set intervals to post and read, thereby providing my the best chance of getting to know my peers.
The one tip I liked the most, and seemed most familiar to the traditional learning environment, was "adding a personal touch". Asking a classmate about their own performance on the last quiz or assignment, is a nice icebreaker. In the traditional classroom I would liken this to walking out the door on test day and everyone comparing notes on how well they did. Using the common experience usually provides a gateway to a more natural conversation.
I think we're such a connected society that not having face-to-face interactions feels natural to many of us, yet we could benefit from enhancing those interactions in the online learning environment.
Depending on the class format, there are times when I don't have any formal interaction with my instructor. I simply turn in assignments and complete quizzes, checking the to-do list items off. I would recommend, however, at least introducing yourself to the instructor. We were fortunate enough to have this as a requirement. To enhance this relationship, continued communications and requests for feedback are encouraged. Also, responding to instructor questions/responses on discussion boards/wikis has already helped me feel more connected.
For me one of the biggest hurdles to getting to know my peers is first impressions. Not in all classes, but in some, I find I have classmates who appear to be taking an online section because they perceive it to be "easier". In some cases, I have even had students ask for copies (scanned to them) of book material so that they didn't have to purchase one. I have probably been crass in my response, because I am put off at the request, and for that reason a negative first impression exists on both ends. A tip, provided in the E-learning Companion, is to make sure that interactions are specific and workable, and not to overuse emoticons.
Organization in the online setting can also help with communication. I tend to be a first minute or last minute poster to class discussions. In the former situation, I will post and reply to what is available to me at that moment, almost never checking the discussion again - meaning I don't get to see what the majority of my classmates are posting and "talking" about. In the latter situation, I am usually so rushed that I'll post my discussion and reply to the one posted in the most proximate time to my own. Similarly, I lose the ability to interact at a meaningful level. With a well thought out organizational plan, I could check in at set intervals to post and read, thereby providing my the best chance of getting to know my peers.
The one tip I liked the most, and seemed most familiar to the traditional learning environment, was "adding a personal touch". Asking a classmate about their own performance on the last quiz or assignment, is a nice icebreaker. In the traditional classroom I would liken this to walking out the door on test day and everyone comparing notes on how well they did. Using the common experience usually provides a gateway to a more natural conversation.
I think we're such a connected society that not having face-to-face interactions feels natural to many of us, yet we could benefit from enhancing those interactions in the online learning environment.
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