Web.Edu, Fall 2003
Reading notes, How to Be a Successful Online Student 
David Bowen
Link back to course Welcome

Chapter 13
Working the System

1. Two paradoxes - can be much more personal than face-to-face (F2F), must use new tools.
2. Technology may be an initial concern for students, but the concern usually doesn't last.
3. Access to library resources is often required - at WSU, card catalog and often articles are online, and UGE 1000 teaches how to use them.
4. Tech support needed. What is the computer tech support at WSU?
5. Good instructors should also build in informal practice with bulletin boards, computer conferences, email.
6. What is used varies from course to course, students need to get used to methods soon.
7. Communication with faculty is the end goal of the technology.
8. Good to have more than one option for submitting homework. You also get work returned electronically.
9. Pg 178 - four "musts" - assume responsibility for own learning, be active in asking questions and asking for help, be respectful of flexibility that other students need, be prepared to talk about technical difficulties.
10. More participation required online.
11. Can have more of a one-to-one relationship with Instructor
12. Instructor does not have it easier, should make expectations for participation clear, assign discussion questions in advance, photos to help students get acquainted, training sessions for the technology, set office hours, use a variety of methods for contact.
13. Expectation of participation at least weekly. However, responses may not be immediate.
14. Class may be more mixed, young and old, single and married, local and remote.
15. Problems with video conferencing, remote students may feel isolated unless Instructor makes special effort.
16. Help if students share information, for example by exchanging files.
17. Chat Vs conference, little interest in chats in the field of education.
18. Instructor needs to monitor interactions, step in when needed - hogging the conference, arguments
19. Pp 193 - 195 Netiquette
20. Course evaluation (this is all new!) - easy to access and use, appropriate assignments, clear content, not a waste of time, is teach effective, how could class be improved?
21. Areas - technology, effectiveness of formats, supportive atmosphere, good interaction, quality of assignments and tests, adequate support, quality of instruction
22. Once the technology is mastered, then the student is the key player, just like always.

Chapter 14
How to be a Successful Online Student

1. Managing yourself - this is the biggest problem that students have with online classes
2. Motivation - the more you need the subject matter in an online course, the more likely you are to persist and do well
3. Estimate for time: for a face-to-face class (F2F), author recommends three hours outside for every hour in class. For a three credit course, that's twelve hours per week; for four credits, sixteen hours.
4. Time management - use a calendar to schedule your time for the online course. I recommend scheduling Plan A and Plan B. (See assignment)
5. Deep Vs shallow approach - I like this, in my words, "be an active learner"
6. See student comments at the bottom of Pg 203 - it's not just me!
7. What can be better about online - pg 206, at your own pace, pg 207, high level of interactivity, speak out about problems
8. Pg 208. Key steps:
   1. Manage your time
   2. Plan ahead
   3. Pay attention and keep in touch

Chapter 15
Making That A

This last chapter in the regular part of the book is devoted to summarizing. Here are some of the points:

1. Pg 212. In an online course, the material is always still there for you to review.
2. Pg 121. Online courses tend to emphasize dynamic understanding rather than rote memorization.
3. Pg 212. Online courses are more interactive; students should be willing to share expertise and experiences and willing to take responsibility for their own learning.
4. Pg 213. Students who do well at visual learning (rather than tactile, motor or audio learning) will do better at online learning. Persistence is also a good characteristic for online learners.
5. Pg 214. Online learning does not provide face-to-face interaction, but does provide interaction with the instructor and with others in the class.
6. Pg 214. Distance learning takes at least as much time as classroom learning.
7. Pg 214. It may take a long time to get comments back from the Instructor.
8. Pg 214. Distance learning gives learners more freedom but it also requires more self-discipline.
9. Pg 215. One student said, summarizing, "What you need is goals and focus."
10. Pg 215. Another summary - students who succeed online (a) are actively involved in learning, (b) focus on goals, (c) prioritize, (d) ask for help when they need it and (e) pay at least some attention to health.
11. Another summary is on Pg 217. But the fourth point in this list seems to imply that there is no interaction online. I don't think this is what is really meant here, since elsewhere the author says in many places that there is plenty of interaction online, just not face-to-face interaction.

Chapter 1
Why You Need This Book

1. Pg 3. Growth in online education, need to avoid hype, make good decisions
2. Pg 4. Pop Quiz
3. Pg 5. Much misconception about online education, discussed as answers to Quiz
4. Pg 8. Still Quiz, likely to need online education even if degree already completed
5. Pg 10. Book tries to be student-centered. While older ideas haven't been replaced, sometimes new skills and methods are needed
6. Pg 11. Frequently Asked Questions
7. Pg 13. Overview. Step-by-step process, deciding whether or not online education is for you, and how to succeed at it.

Chapter 2
The Types of Distance Learning

1. Pg 17. Distance learning - acquisition of knowledge and skills through mediated info / instruction - US Dept of Ed - there are many kinds. Synchronous Vs asynchronous.

2. Pg 18. 1728 Boston paper advertised learning by mail. Today usually scattered students. Distance may not mean long distances.

3. Pg 19. Some say this will be the end of brick-and-mortar schools, but more likely just another choice. Includes correspondence, extension (off-campus), TV, audio and video tapes and Internet.

4. Pg 20. Distance education (what the teacher does) Vs distance learning (what the student does), here distributed learning. Some expect very large classes, 1,000 or so.

5. Pg 21. Not just a fad - younger generation very used to computers.

6. Pg 22. Technology should ideally be a tool.

7. Pg 24. List of technologies - data communicated by computer - Computer Assisted, Computer Managed (sequenced), Computer Mediated (via computer) Instruction.

8. Pg 25. Hybrid courses - combining techniques. Video (eye), audio (ear), digit (computer), tele- (from afar), e- (electronic), online (by network as opposed to disk).

9. Pg 26. Telecourse (video tapes, need VCR), One-way video (broadcast), two-way video (face-to-face via video), Video teleconference (students and teacher meet, interact via TV)

10. Pg 27. Online requires connection. Modem (slow but cheap), various faster phone services (ISDN, ASDL). Use emails and ListServs - ListServ distributes email messages to group) Videoconferencing  uses audio, video, computer to communicate. Teleconferencing includes audio conferencing and video conferencing, talking.

11. Pg 28. Computer conferencing - IRC is text chat, MOO is Multi-User Object Oriented Environment using animation and audio, MUD Multi-User Domain is a text-based MOO. Hybrid courses often require more equipment.

12. Pg 29. Technology should not drive choice - choose by content, but you must be comfortable with the technology. The more interaction, the more satisfaction you will get from online education.

Chapter 3
How the Types of Distance Learning Work

1. Pf 32 on. Describes broadcast or one-way TV, two-way TV, a chat room. video/audio, videotape, computer. The computer connection can do the most different things.
2. Pg 35. Different ways of using computers in education: CAI, CMI, CMC etc. These can all be combined.
3. Pg 38. Synchronous conference - everyone has to be logged in at the same time to participate in this. (This is usually called a chat).
4. Pg 39. Independent learning - what we do online in this course. Can be combined with periodic chats.
5. Pg 41. New methods are more than just technology. They can make learning more effective. For example, material can be reviewed. Also, more methods can be available, allowing students to choose the ones that work for them.
6. Pg 42. Hypertext links let student explore (become active). Learner moves at own pace (can also improve learning).

Chapter 5
Is Distance learning For You? What's In Line for Me?

1. Pg 59. What can be studied at a distance? There is a long list of subjects here. Almost any subject can be studied at a distance. (I do not think it makes sense to teach basic computer use online.)

2. Pg 65. Labs, internships, practicums and similar features often involve "face time." Also exams are often in person.

3. Pg 66. A more important question is what do you want to study? Most common areas for online study are (business, social sciences, education), then (computer science, allied health). Successful online learners have clear goals, and often seek out online courses.

4. Pg 67. Online drop-out rates are high. SMART goals - Specific, Meaningful, Affordable, Reasonable and Time-framed.

5. Pg 68. Does it work? The evidence is that online education is effective if it involves appropriate methods, interaction among students, and prompt Instructor feedback. (Much of the evidence is from earlier methods of Distance Learning.)

6. Pg 69. Five principles from American Council on Education: (i) No one best method, (ii) student interaction with Instructor and each other is important, (iii) all methods are important, (iv) systems approach will be modeled (???), (v) technology is a tool that allows learning to occur.

7. Pg 70. Why study on line? Bad (false): (i) faster, (ii) cheaper, (iii) easier, (iv) no bother with other people. Good: (i) flexible schedule for busy people, (ii) accommodate travel or a move, (iii) saving a long commute, (iv) easing back in if returning.

8. Pg 71. Perhaps start with one course, or non-credit. Benefits: active involvement - engages more, empowers more. Learning is more student-centered. Choice is in the student's hands, to an unprecedented extent.

Chapter 6
Success Scan

1. Pg. 73. Some assume they are technologically incompetent, which is not the case, but on the other hand not everyone is suited for an online course. There are high dropout rates. Reasons can be frustration with technical glitches, teachers who lack online skills, or student's discomfort with technology, or with distance, or lack of clear goal.
2. Pg. 75. This self-test is popular.
3. Pg 77. This checklist is also popular.
4. Pg. 78. If you have an immediate need to take a course, you are a better candidate for that course online.
5. Pg. 79. Discipline is important.
6. Pg 80. Much online work is written, so writing skills will be important in an online course.
7. Pg 81. Other methods such as TV, tape, email, are lower tech.

Chapter 9
Teacher's Spot

1. Pg 111. Online teachers work hard.
2. Pg 113. Good online teachers are mostly good teachers. Some negatives are belief that online is not as good, fear of looking technologically challenged, lack of control because of need to work with team.
3. Pg 113. Online teaching takes a lot of effort. Good online teachers plan activities, let students know agenda in advance.
4. Pg 114. Good online teachers see technology as a tool.. They are prepared to take extra time to confer with class, email students.
5. Pg. 115. Good planning is important online. Also choose goals before choosing technology. Set clear educational objectives.
6. Pg. 116. Use facilitators between students and faculty. Plan for hands-on practice with technology. Require students to use technology early on. Encourage conferencing communication.
7. Pg 117. Use role-playing. Good general teaching skills important. Be aware of different learning styles. Humanize technology by focusing on students. Use questions to call for students response. A relaxed style helps.
8. Pg 120. Faculty needs a place to turn for help, need technical support.
9. Pg 121. Much new knowledge is needed - how technology reinforces learning, techniques of collaborative learning, building online community, new types of assessment.
10. Pg 123. List of new education support operations - University Access, Blackboard, Anslie Group, WebCT, etc.
11. Pg 124. New issues for teachers: does online diminish stature of faculty? Who owns the course materials - school or faculty? Can online improve education? Copyright laws are important also.
12. Pg. 126. Online can be more expensive than face-to-face.
13. Pg 127. Knowledge of issues facing faculty can help students understand how much work has gone into course, what faculty are facing.

Chapter 10
Training

1. Pg 129. Training about skills, education is broader and deeper.
2. Pg. 130. Most educators separate themselves from training. Training is more sophisticated technologically.
3. Pg. 131. Companies large and small turning to Internet for training.
4. Pg 132. CFEL - Customer-focused e-learning - training your customers to use your products. Becoming as important as training employees.
5. Pg 134. Keys to quality training - interactive, tutorials, exercises and other feedback, testing and assessment, management (reporting), relevant content.
6. Pg 135. Quality trainers needed also. Certification can be a guide.
7. Pg 137. Examples of training programs
8. Pg 138. Finding training - list of places that list training programs. Look for new types of training with broadband, wider access to training.
9. Pg 139. As products grow more complex, must train customer. Microsoft is a pioneer in this.
10. Pg 140. Training is probably in everyone's future.

Chapter 11
Looking Ahead

1. Pg. 141. Online education will continue to grow - technology making it possible, workforce is becoming more computer-ready but less educated.
2. Pg 142. Online, isolated people can get an education.
3. Pg 143. Two views - very large and inexpensive classes, or small connected classes. Some faculty at Purdue wanted to get rid of library, get electronic version, but others opposed this.
4. Pg 144. Wireless is another trend, along with everyone having computers. Many faculty are doubtful about technology in education, but it is OK when they are approached respectfully. Administrative glitches will be dealt with.
5. Pg 145. New links between textbook publishers and companies and educational institutions to support education.
6. Pg. 146. Students now need 24/7 technical support. Corporate universities are now profit centers, not services. College extends beyond traditional four years.
7. Pg 147. Online seen as a way to keep costs lower, but can also mean poor quality as courses are rushed online. Must have groundwork done and strong infrastructure. Current scholarship structure, accreditation may hinder online education.
8. Pg 148. Corporate universities start out affiliating with higher education, later become independent education providers.
9. Pg 149. Some online education providers have free demos.
10. Pg 150. Digital Divide - chasm between haves and have-nots. Trying to wire every school. Wireless and miniaturization will make education available anywhere, any time.
11. Pg 151. Do It Differently? What would you do differently now in an online course? What questions will you ask providers? What is next? Which format will you choose?

Chapter 12
Following Procedure

1. Pg 155. Online education is, at its best, more personalized. Also, a list of the steps in getting through any course.
2. Pg 156. Exploration of programs, the first step. Online, more information is available easily.
3. Pg 158. Application, the second step. The process should be clear, and will often involve some "face time."
4. Pg 159. Advisement, the third step. More advising may be needed for online students, but often both the Institution and the student fail here. (NOTE: Online courses are very new for Advisors, also. Most of them have never taken or taught an online course.)
5. Pg 160. Instructors are often more available online. NOTE: This contradicts some earlier statements that students may have to work with very slow feedback from Instructors.
6. Pg 161. Course selection, the fourth step. Easier to avoid scheduling conflicts.
7. Pg 162. Registration, the fifth step.  Many forms, from online registration to touch-tone to Fax.
8. Pg 163. Payment, the sixth step. Passwords will be very important. Textbooks, the seventh step. Most bookstores will ship books to home. NOTE: If a book is needed quickly, often in-person is the fastest.
9. Pg 164. Coursework, the seventh step. Several specialized environments such as Blackboard, WebCT
10. Pg 165. Often a course packet will be sent (but not, I think, at WSU)
11. Pg 166. Term papers, the eighth step. Can often do research online, even use the library online.
12. Pg 167. Labs, the ninth step. Usually these involve face time (WSU nursing has many online labs, but these are very expensive to develop). (Sometimes simplified portable equipment can be bought, signed out or loaned, for work at home.) Can also involve field work or internships.
13. Pg 168. Exams, the tenth step. May be in person. Sometimes are proctored locally. Some can be done online.
14. Pg 170. Recourse if course is not what you expected. What you can do outside of the Institution (compare to internal recourse and ombudsman)
15. Pg 171. Privacy. You are not private online, however much it may seem that way.