Disclaimer : reproduced and translated with permission from University of Waterloo
We can explore what it means to be a successful online learner.
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You can access your courses whenever and wherever is convenient for you.
You have more opportunities to engage with course material.
You can actively interact with your peers, which might be more difficult in some face-to-face classes.
This approach accommodates a wide range of learners.
With the flexibility of online learning, it can be easy for students to get off track, or fall behind, in their courses. This is why you should always make sure to schedule time in your busy everyday schedule for your online course(s).
The first thing that you should do when you're enrolled in a new class is look at the course schedule to find out what your responsibilities and the important dates are (e.g., assignment deadlines, online quiz dates, etc.).
To organize your time effectively, create a master schedule that includes your course deadlines, as well as all of your other commitments (e.g., classes, labs, extracurricular activities). Also, remember to schedule time to work through the course (the expectation for most courses is 10 hours of work per week). This schedule should be referenced regularly and kept up to date.
Google Calendar or Outlook Calendar are great resources for keeping track of your schedule.
More information about making a master schedule here: Creating a Master Schedule
Ask yourself what you want to accomplish in your classes. To get the most out of the goals that you are aiming to achieve, use the SMART framework. SMART goals are Specific, Measurable, Achievable, Realistic, and Time-bound. For example, you can improve a starting goal of "I want to study more this term" using the SMART goal framework.
| Component | Criteria | Example |
|---|---|---|
| Specific | Is the goal is clearly outlined, and not vague? | Instead of setting a goal to "study more" set a goal to "study half a module's worth of content every other day" |
| Mesurable | Is the goal concrete? Can your progress be tracked? | Studying half a module's worth of content every other day is measurable, since it involves a trackable amount of content. |
| Achievable | Is the goal something that's reasonable for you to accomplish given your available resources? | If you have conflicting time commitments on most weekdays you might find it difficult to consistently meet milestones. |
| Realistic | Is the goal something that's attainable, or is it too challenging? | For example, if you set a goal of studying for six hours every day, you'll likely be overworked. |
| Time-bound | Does the goal have a clear schedule of deadlines? Do you have a timeline for when you want to achieve goal related milestones? |
Having a set amount of content to study every other day allows you to assess your progress at the end of each week. |
Thinking about your goal, is the answer to each of the questions listed in the Criteria column "yes"? If not, refine your goal using the questions as a guide.
Once you've finalized your goal, write it down somewhere where you can revisit it throughout the course.
Consider using checklists, as well as your calendar, to keep track of course tasks (e.g., readings, assignments, etc.). This will make it easier to determine what you have already completed, what you need to complete, and where you might be falling behind.
Reward yourself for completing tasks and meeting deadlines! This will help motivate you to complete all of your tasks, even the ones that seem overwhelming or tedious.
Here is an example checklist. Notice that "PSY 101 – Article review assignment 1" is further broken down into a list of subtasks. Dividing large tasks up into smaller, more manageable, chunks can help with task completion and motivation.
If you don't want to handwrite your checklists, there are free checklist applications that you can use:
Wunderlist
Todoisto
Trello
EvernoteIdeally, you should login to your course once a day. This doesn't mean that you have to be on the course page for an extended period of time, it can even be for as little as 5 minutes to check whether there are new announcements on the home page or posts on the discussion boards. Most importantly, avoid unnecessary stress by sticking to the schedule that you've outlined for yourself and by not trying to do too much at once!
For helpful time management tips, more information about time management skills, or to participate in a time management workshop, visit the Student Academic Success Service page on Time Management.
There are a variety of approaches that you can use to learn, and retain, course content. Before learning about the most effective strategies, take a minute to think about how you typically study for your classes.
Chances are that you study by highlighting, underlining, copying, and/or rereading your notes and your textbook, since these are the strategies used most often by learners.
It might seem like these are the best approaches to learning, but research has shown that using only active study strategies (we'll get to what these are in the next section) leads to better learning outcomes than using only passive study strategies (for example, rereading and copying).
Passive strategies might make it feel like you've mastered your course content, but these are actually some of the least effective approaches to studying
As is mentioned in the "Organize Your Time" section, it's easy to fall behind or put things off in your online courses. This can have negative effects on learning outcomes, especially when it involves falling behind on studying.
Consider: How do you schedule study time? Do you usually spread out your study sessions or cram before a text/exam?
Most students engage in massed studying (i.e., cramming), which isn't the best approach to studying.
Studying across multiple, spread out, sessions results in better learning than studying in longer, less distributed, sessions. In other words, whether your class is face-to-face or online, you should avoid cramming when studying.
Some of these approaches to studying might seem time consuming or difficult, but they're worth the effort. The more effort you put into studying, the greater the improvement you'll see in long-term learning.
It's also important to make sure that you're in a setting where you're free of distractions and are likely to be productive. For example, don't watch TV at the same time as you're going through your course modules or studying if you know that it would distract you.
Social media and other websites can be major distractions. If you find yourself frequently going online and/or browsing for an extended period of time, there are applications that can help!
There are productivity applications for cell phones and Internet browsers that focus on blocking distracting websites, or rewarding you for avoiding them while you're doing work
Here are a few examples of applications that block distracting websites and/or phone apps: Forest, Cold Turkey, Freedom
You can also improve your productivity by setting aside dedicated work sessions using approaches such as the Pomodoro Technique
Most of your courses (both online and face-to-face) will require that you think critically about the material that's presented to you. Not only will thinking critically improve your performance in your class, it will also lead to deeper long-term learning of content.
Critical thinking involves going beyond simple comprehension and memorization of content. Like the best study techniques, critical thinking means actively engaging with content instead of passively taking in information.
To think critically about material, you need to extend what you're presented with by applying, analyzing, evaluating, and creating.
What you've learned to other contexts
Make connections with other ideas
Whether you agree with an idea
Generate original ideas
The reader extends on what's written in the text and generates their own expectations based on the content. In other words, the reader goes beyond the surface features of the text and elaborates on what they're reading.
Succeeding as a learner involves more than solely engaging in critical thinking as you work through material. In many cases, you'll also be required to present your ideas through critical writing.
© Course Author(s) and University of Waterloo
One issue that many students encounter is distinguishing critical writing from descriptive writing. Generally, these two types of writing can be defined as follows:
Serves to describe a situation/idea as it is without providing your own analysis or ideas.
"A recent survey found that 95% of students in an undergraduate class preferred 8:30 am classes to afternoon classes. 98% of the students in the class didn't complete the survey."
"The authors state that differences in intelligence can be easily assessed using standard IQ tests."
Enables you to weigh the evidence and arguments, and provide your own arguments.
"A recent survey found that 95% of students in an undergraduate class preferred 8:30 am classes to afternoon classes. It's not clear how generalizable these results are to the rest of the student population, since only 2% of the class completed the survey."
"The authors state that differences in intelligence can be easily assessed using standard IQ tests. However, this point of view fails to account for the potential disadvantage that the test's format creates for individuals from different cultural backgrounds."
Both types of writing are important, but you should always make sure that you go beyond descriptive writing when you're being asked to think critically about a topic.
Critical thinking skills are useful to have in any context. You can practice these skills daily by asking questions about the information that you're presented with.
Can I relate this information to my own experiences?
How does this information relate to other material that I've encountered?
How does the author back up their claims? Do I agree with their point of view?
Can I think of another explanation for a particular phenomenon?
What steps should you take to complete your assignments?
This will give you an idea of what the instructor is looking for when grading your assignment, and what you should focus on when you're writing it
Creating an outline will help you organize your thoughts, and provide structure for your assignment. We recommend that you create headings and subheadings as placeholders for the content you're going to add.
Here's an example of an assignment outline. The key sections of the assignment are included, as well as the subcomponents of each section.
The University of Ottawa library page is a good place to look for books, journal articles, and other sources.
• Search databases using relevant keywords
• Make a list of all the keywords related to your topic, and narrow it down to the top 6-8
• Use the PROMPT method to evaluate the credibility of sources
• Remember to take note of the sources that you find as you're reading them
| Component | Criteria/Questions |
|---|---|
| Presentation | Is the information presented clearly? Can I easily find what I need? |
| Relevance | Is this information directly related to my assignment topic? |
| Objectivity | Is there anything that suggests that the author is biased? |
| Method | Is the author’s method for collecting data/information legitimate? |
| Provenance | How credible is the author? Where was the information published? |
| Timeliness | Is the publication date within a range that is appropriate for my needs? |
Fill in the outline that you've created. The first draft doesn't need to be perfectly worded. You can always edit what you've written. Just start writing.
Resources can be found on the University of Ottawa Academic Writing Help Centre page.
You might think that editing your assignment is the same as proofreading. However, as the Academic Writing Help Centre says:
‘’The types of mistakes that are usually present in a first draft risk affecting not only the clarity of your ideas, but also your credibility as a writer. Make a good impression by taking the time to think. Allow at least one day for editing before submitting your paper. Every time you read it, concentrate on a specific aspect, such as content, structure, language, and references’’
For helpful strategies and tips related to revising your work, visit the Academic Writing Help Centre
Once you've edited your assignment, it's time for the last step in your writing: proofreading. Before looking over your assignment a final time, take a break and step away from your work. This will make it easier to find mistakes in your writing.
Visit the Academic Writing Help Centre page on Proofreading for more proofreading strategies.
To avoid forgetting where you've read something, you should take note of your sources as you're reading through them. There are a variety of tools that can help you do this.
Some examples include: RefWorks, Evernote, Zotero, Mendeley.
You'll also need to make sure that you're using the right citation style for your course, and that you're using the citation style correctly.
Use the style guide that the instructor has recommended. If your instructor hasn't listed a preferred style on the course, then ask them what they want you to use, or check which style your instructor has used for their references on Brightspace.
Here are the style guides for some of the most commonly used citation styles:
Sometimes it might feel like online courses don't give you opportunities to interact with other students, but this is a misconception about online learning. It can actually be easier to connect with your classmates in online classes than it would be in some face-to-face classes.
Discussions are a great place to start! Actively posting in discussion threads can offer more meaningful interactions with other students than you would get in some face-to-face classes. This active engagement with your classmates can improve your learning experience and your performance in your online courses.
To make the most of online discussions, it's important that you:
Take some time to read the pages about making the most of online discussions, and to watch the following video for tips about how to best use online discussion boards.
I have a few issues with the movie that we watched for this week's class. First of all, I don't know why the director of this film decided to ignore the role that Churchill played in this. Why ignore such an important political figure? I think it was to avoid spending time on lengthy speeches so that there would be more time for action scenes. Also, this movie is full of historical inaccuracies. If we were supposed to learn from this movie, it did a horrible job.
Another issue is the actors that they chose to play the main characters. Not at all impressed by that. Oh, and did anyone else notice the lack of focus on what was happening overseas at the time? The entire movie was about what was going on in Europe. What about the role that North American countries played? I get that movies have to be somewhat narrow in terms of plot, but come on.
There was also the issue with how the movie ended. There was no attempt to show the lasting effects on the involved countries after the war was over. It's a pretty important thing to consider.
Feedback Exemple 2
Hi Everyone, I thought this week's reading was really interesting, but felt that the author didn't offer enough evidence to support their main argument. The focus was on how context drives group dynamics, but I think that we should also consider the role of self-esteem if we want to get an idea of what the full picture is.
Samantha,
I completely disagree with what you're saying. It is obvious that you completely misread the article and have a general lack of understanding of what the course is all about.
Feedback Exemple 2
Taking the time to check the discussion boards and respond to other students' posts can create a stronger sense of community, which will ultimately enhance learning and motivation.
The University of Ottawa is proud to promote a culture of academic integrity
Academic integrity means being responsible for the quality of your work, preparing it honestly and respecting the intellectual community you are part of as a student. It is a core value in all scholarly work.
Integrity is doing the right thing even when no one is watching.
Yes! If Angela lets Sandra use her assignment, then both students will have engaged in excessive/unauthorized collaboration. Unless the instructor says otherwise, then it is assumed that there is no collaboration on assignments.
Yes! Tom should start with the principle that all exams are confidential (closed books), unless the instructor gives specific instructions otherwise. This is an example of an academic breach (i.e., cheating).
Yes! Will copied another person's code. This is an example of cheating and plagiarism.
You can avoid accidentally breaching academic integrity by making sure that you understand what the commonly misunderstood offences are.
A good starting point is to become familiar with the academic integrity policies at the university.
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