Call Us: 315-443-4083
Text Us: 315-464-0744
Email us: libref@syr.edu
Report an Electronic Resource Issue
Online classes can present new and unexpected challenges, and it's important that students develop learning strategies that work best for their own learning style preferences, for the online technologies, and for the course setup and requirements. Here are a few tips for helping make the most out of your online learning:
Sources:
Bongiovanni, T. (2012, March 9). Five tips for making online study work. Washington Post. Retrieved from https://www.washingtonpost.com/blogs/college-inc/post/five-tips-for-making-online-study-work/2012/03/09/gIQAmGFH1R_blog.html
Cho, M., & Heron, M. L. (2015). Self-regulated learning: The role of motivation, emotion, and use of learning strategies in students' learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80-99. 10.1080/01587919.2015.1019963
Globokar, J. L. (2010). Introduction to online learning: A guide for students. Los Angeles: Sage Publications.
MacDonald, J., & Creanor, L. (2010). Learning with online and mobile technologies: A student survival guide. Burlington, VT: Gower.
Milman, N. B. (2014). Working in groups online: Suggested tips for success. Distance Learning, 11(4), 5.
Simonson, M. (2015). Don't tell them: The top 10 tips for student success in online courses. Distance Learning, 12(1), 17.
"Many students initially feel a bit apprehensive as they enter their first term of online classes, experiencing some combination of fear and excitement. Those who are returning after an extended period of time away from formal education, or those who plan to juggle their schooling with other responsibilities, may be particularly nervous. They may have concerns about navigating the online classroom, keeping up with the workload, or dedicating the necessary time to their coursework. The good news is that this initial apprehension is entirely normal" (p.3).
Globokar, J. L. (2010). Introduction to online learning: A guide for students. Los Angeles: Sage Publications.
"Aside from commuting time, online students have reported that they actually dedicate more time to online courses each week than traditional courses. This may be due to the high expectation for active participation that is common to online courses, or the additional demands of learning course material without the benefit of live meeting times" (p. 8).
Globokar, J. L. (2010). Introduction to online learning: A guide for students. Los Angeles: Sage Publications.
"The purpose of this study was to examine the role of the subcomponents of SRL in students’ learning experiences in remedial self-paced online mathematics courses. We found that motivational and emotional variables significantly predicted students’ achievement and satisfaction; whereas cognitive strategies did not predict achievement and satisfaction. More specifically, our study results demonstrate that only motivation – in particular self-efficacy for learning – significantly contributed to explaining 11.9% of the variance in achievement. The finding supports the social cognitive view of learning that self-efficacy is a strong predictor of student achievement."
Cho, M., & Heron, M. L. (2015). Self-regulated learning: The role of motivation, emotion, and use of learning strategies in students' learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80-99. 10.1080/01587919.2015.1019963