Name: Demo Nadeau
E-mail: [email protected]
Age: 46 - 55
Date / Time: 2017-06-17 18:10:51
Your eLearnReady scores at a Glance
Each suggested level of proficiency was derived from research studies in the field of online learning.
|Nine dimensions eLearning Readiness
||80 (moderate proficiency)
||93 (high proficiency)
|Communication with Instructor
||67 (moderate proficiency)
|Interaction with Peers
||85 (high proficiency)
|Learning Preference - Text
||93 (high proficiency)
|Learning Preference - Visual
||73 (moderate proficiency)
|Learning Preference - Auditory
||68 (moderate proficiency)
||77 (moderate proficiency)
||60 (low proficiency)
This dimension measures your motivation level for this course. The maximum possible score for this dimension is 100 and you score a total of 80 (moderate proficiency), indicating you are reasonably motivated about your coursework. You understand how your courses relate to your long-term goals. You set goals for your classes but need to focus on accomplishing them. Focus on how your short-term goals for coursework translate into your long-term life goals. Don’t permit distractions to interfere with accomplishing your dreams! Use the tips below to help with your motivation. Once you break the cycle and see some success in the classroom, it is easier to stay motivated for the next goal.
Ways to Improve your Self-Motivation:
- Set goals that will motivate you.
- Read your course syllabus. Knowing what is expected of you will help you reach your goals.
- Find a study partner. You can help and motivate each other.
- Make a connection between your coursework and your personal goals.
- When setbacks occur, stay focused on your goals.
So let's talk about self-motivation. What would you say motivates you? Some are motivated by money, others have a need to succeed. And some simply want to provide for their family. Think about why you chose to enroll in Davidson-Davie Community College and why you are taking an online course? No seriously, think about it!
Visualize your goal. Are you picturing yourself in a successful job or maybe seeing yourself graduate and then transferring to your favorite university? It's important for you to think about and understand the why before you do the what. In your online courses, you won't be attending a physical classroom space or seeing your instructor weekly to be reminded of course deadlines or upcoming tasks. Instead, it'll be up to you to stay connected. And when you start feeling the pressures of life, it will only be a matter of time before you do, you've got to remind yourself of your motivation. Think about adding a post-it note to your bathroom mirror or somewhere visible in your workspace to stay focused on your goals. Don't forget why you decided to start your educational journey.
Your self-management score is 93 (high proficiency), meaning you like to keep your time and your life organized. You pay attention to the course schedule, and commit yourself to completing assignments on time. Excellent! The following tips could help with your management of online study.
Ways to Improve your Self-Management:
Manage your time:
Manage your work:
- Mark deadlines and due dates on a calendar.
- Estimate the time needed for completion.
- Make a schedule to complete assignments and stick to your plan.
- Make a to-do list.
- Focus on one task at a time.
- Find a quiet learning environment that is free from distractions.
- Finish a task, cross it off, and move on to the next one.
Do you ever find yourself wondering why time moves so fast? In your online courses, time management will be particularly important since you will be solely responsible for keeping yourself on track. One of the things that make online courses so attractive is the flexibility they provide. You can do work while in your pajamas, watch lectures at a coffee shop while sipping on a latte, or read your textbooks while on the way to vacation.
As an online student, you will be faced with many decisions that will either keep you on track to success or derail your educational journey. When making those decisions, you will need to take into consideration what is expected of you. Your syllabus is a great start to learning what the expectations are for students.
Of course, you need time for fun. We all do. The flexible nature of online learning is a huge benefit. But if you don't have a plan in place, you may miss deadlines, rush to complete huge projects, or cram for exams. All of these things can negatively affect your grades and more importantly, impede your learning.
In a world where there are many communication streams fighting for your attention, you'll need to make time to dedicate undivided attention to your studies. When it comes to learning, don't get sucked into multitasking. Trust me, it doesn't work.
And be sure to take care of yourself. You can't be at your best if you are consistently operating on 4 hours of sleep. Take charge of your learning and understand that you play a key role in whether you are successful or not by simply practicing self-management.
Communication with Instructor
Your Communication with Instructor score is 67 (moderate proficiency), indicating you like clear directions and instructions in your courses. You may have questions and seek occasional feedback from your instructor. The following tips provide some ideas regarding the communication with the instructor.
Ways to Improve your Communication with your Instructor:
- Always communicate in a polite and professional manner.
- Understand that your instructor will not always be online, so start assignments early in case you have questions.
- Communicate with your instructor via email, phone call, or discussion board as directed in your syllabus.
- If you have a question, ask it.
Learning is like an exercise program, the more actively you participate, the more successful you will be. Are you ready to be an active learner? What will you do when you are confused or don't understand the new concept? How can you take control of your learning in your online classes? You won't meet face-to-face with your instructor. But it's important to remember that learning is still a partnership.
To demonstrate that you are actively engaged and participating, you will need to communicate with your instructor and classmates. First, think about how you will contact your instructor. Some possibilities are email, virtual meetings, class discussion boards, or by telephone. Let your syllabus be your guide.
If you get stuck and need support, your instructor will be happy that you reached out. Don't ghost your instructor. They cannot know exactly how to help you unless you talk to them. Your instructor will also be providing feedback to you through grades, test scores, discussion board posts in Moodle and in other online systems.
What should you do if you're disappointed in feedback that you receive? Remember, it's not personal. Feedback is meant to help you learn. Examine the feedback, and ask your instructor questions to help you understand how you can improve. Use the feedback to help you grow as a learner.
Don't forget that all your communication should be polite and professional. Instructor feedback, and they require more time than in a face-to-face class. So don't wait until the last minute to ask for help. Plan for success and take ownership over your learning by communicating with your instructor early and often.
Interaction with Peers
Your Interaction with Peers score is 85 (high proficiency), indicating being part of the learning community is important to you. You gain much more from group discussion and interaction. You may become frustrated if the class has limited interaction. Look for multiple ways to interact with your instructor and classmates by using some tips below.
Ways to Improve your Interaction with Peers:
- Always communicate in a polite and professional manner.
- Check course discussions frequently.
- Make connections with other students.
- Form study groups.
- Be brave and participate in class discussions even if you feel hesitant.
Online learning has some amazing benefits. You can study and complete assignments whenever and wherever you want. You get to save money and time by not traveling to campus. But learning online can also feel lonely.
Without a daily class to attend and without daily interaction with classmates. It can be hard to stay focused and motivated. But wait, you still have classmates in your online courses. You just need to find out how to connect with them. Every class will be different. But you have many tools you can use to connect with your peers. You can email your classmates, form a study group using Google Meet, create discussion threads on a classroom discussion board, or collaborate on projects using a variety of Google Drive programs like Google Docs, Slides.
Your instructor will often start the course with online student introductions. You may be hesitant at first, but I encourage you to jump right in and participate. It gets easier with practice. Use this opportunity to begin creating your learning network. When working with others, you'll be exposed to a diverse range of perspectives that may challenge your assumptions and broaden your understanding of the subject you're studying, the world, and each other.
Don't forget to always be respectful and professional in your interactions with your classmates. Online learning is a balance. At times you'll work alone, and other times you'll work as a team. Becoming part of a small community of learners can give you a network to reach out to when you need it. You may not be able to immediately reach your instructor when you have a problem. But sometimes a classmate may be able to jump in and help answer your questions. Collaboration and communication is all about working together. This is a life-long tool that you'll want to perfect and store in your toolbox for your online classes and for your future.
Learning Preference: Text
Your Learning Preference: Text score is 93 (high proficiency), indicating you learn best when information is presented in a written language format. In a classroom setting, you benefit from instructors who write on the board (or overhead projector) to list the essential points of a lecture, or who provide you with an outline to follow along with during lecture. You benefit from information obtained from textbooks and class notes. You tend to like to study by yourself in a quiet room. The tips below would help with your learning preference.
Study Tips for Materials Presented in a Text Format:
- When learning information presented in diagrams or illustrations, write out explanations for the information.
- Write out sentences and key phrases in the margin.
- Discussions and course content are there to look at whenever you want. Go back and revisit discussions that may help you.
- Find a quiet reading environment that is free from distractions.
People learn in a variety of ways. Typically, the strategy we use to learn is based on the content being learned. For example, learning how to cook tends to be a skill that is learned visually. You might watch a video of a celebrity chef cooking and then practice those skills. But what if you have a preference for learning through text instead of watching videos? Does that mean that you are unable to learn how to cook? Of course not. You can still learn by watching a cooking video and then support your learning preference in other ways. For instance, you could write down the recipe on paper, or, you may Google a specific cooking technique used in the video and read about it.
If you enjoy learning through reading and writing, use those strengths. Find a quiet place for reading that's free from distractions. Read course materials, take note, and create an outline for yourself.
To help you with diagrams and illustrations, write an explanation in your own words. Online course discussions can also help your understanding, so participate actively.
There can be a lot of reading in online programs. This might seem overwhelming. Set aside time for your reading. Try setting a goal for reading a certain number of pages before taking a break. But do take a break!You can concentrate better if you take a break and move around for five to ten minutes. Take time to breathe and relax and remember, reading and writing are skills. The more you practice them, the better your skills will be.
Learning Preference: Visual
Your Learning Preference: Visual score is 73 (moderate proficiency), indicating you may utilize some charts, graphs, tables, infographics or other visuals when studying although they are not your exclusive preference. You may also integrate listening, reading and other multimedia into your studying. You might find that the following tips are useful.
Study Tips for Materials Presented in a Visual Format:
- Use links provided by instructors—they often will provide a multimedia experience that can help your visual needs.
- Create diagrams, flow charts, and maps to help you visualize course concepts or notes.
- Use keywords, symbols, and diagrams when taking notes.
People have the flexibility to learn in different ways. Have you ever tried to learn the lyrics of a new song? You might put the song on repeat while driving to work and listen to it over and over again. But what would you do if repetitively listening to the song didn't work? A different strategy you could try would be to watch the music video so that you have visual imagery to go along with the words.
People who enjoy learning visually may have a preference for watching videos over listening to audio. A preference for visual learning also includes learning through pictures, diagrams, and models.
Use the visual learning preference to help you when you have to tackle tasks that are more challenging. So what can you do to help yourself learn? Find ways to visualize words. For instance, create a concept map with pictures that show connections between the concepts you're learning. When taking notes, draw pictures of key terms, or take notes using different colored pens to help maintain your focus. You can even try making flashcards with images. These suggestions should allow you to better visualize the course information.
Be sure to pay special attention to the resources provided by your instructors in online courses. You may find that these resources give visual examples of the content. If you don't understand a concept using the instructors resources, take the initiative to find your own resources, such as a video that explains the topic in a different way. Remember to be proactive and help build your own knowledge base.
Learning Preference: Auditory
Your Learning Preference: Auditory score is 68 (moderate proficiency), indicating you may prefer a mix of listening and other multimedia formats. When course content is provided as audio only, take good notes and make visual representations in your mind and in your notes. See the tips below.
Study Tips for Materials Presented in an Auditory Format:
- Form a study group in which you discuss course content with others.
- When studying, read out loud.
- Use links provided by professors—they often will provide a multimedia experience that can help your listening needs.
- Use the video tools in your course; do not be overwhelmed by the content. Rewind and replay if you do not understand something.
Have you ever assembled furniture? You know, the kind that comes in a big, heavy box full of pieces. The instructions show how to put together each piece and a specific way by following a series of diagrams. You have to rely on the diagrams to successfully put your brand new furniture together.
Imagine that you prefer to learn by hearing or listening rather than visual imagery. What strategies would you use to put the furniture together? You might ask a friend to describe the diagrams to you while you put the pieces together. Or you could describe the images to yourself out loud. There's nothing wrong with talking to yourself out loud while you work, especially while completing challenging tasks.
Many online textbooks feature audio versions that will support your learning preference. If your course materials do not have an audio feature, try installing a text to speech extension on your Internet browser. An example of a free extension for Chrome is called Read Aloud.
Another strategy to consider is to record yourself reading notes. Then you can listen to your course materials when you're in the car or taking a lunch break. This can be a time-saver for all students. but will especially benefit those who prefer to listen when they learn.
You can also benefit from group discussions. Use Zoom or FaceTime to organize study sessions with your classmates.
Finally, take advantage of podcasts and videos that are provided as resources by your instructors. And you can always find your own podcasts and videos online!
Your overall score for the Technology Skills is 77 (moderate proficiency), indicating you may not be confident in or that you may be unsure of your technology skills. Spend some extra time familiarizing yourself with any special technology requirements for the course. The tips below offer some ideas for improving your technology skills.
Suggestions for Managing Technology in Online Learning:
- First, you should complete the Student Introduction to Moodle course. This course will teach you how to navigate through your course(s) online.
- Review your instructor’s syllabus for any specific or specialized technology requirements.
- If you are unable to solve a technical problem on your own, contact your instructor, then if more support is needed contact the 24-7 Moodle Helpdesk.
- Quick Tips:
- If possible, always use the same computer for the online course, so you can keep track of your files and know the computer’s capabilities.
- Do not wait until the last minute to submit assignments or take quizzes.
- Have a back-up plan for technology problems.
The first step in starting an online course is being sure that you have access to a reliable computer and the Internet. Most courses at Davidson-Davie require access to a traditional laptop or desktop PC. Mobile devices, tablets, and Chromebooks may not be able to access all of the programs and websites that you will need to complete your coursework.
Because you will need to use a computer, there are some essential technology skills that will help you be successful. And don't worry, these are just skills. Even if you're not strong in a particular skill, you can learn and build that skill over time. Some important basic computer skills to know are using a keyboard and mouse, sending and receiving emails with attachments. Using Microsoft tools such as Microsoft Word, Excel, and PowerPoint to create files and share files, and using Internet browsers, such as Google Chrome, Internet Explorer, Firefox, and Safari. But by far, the most important factor for success is your willingness to try new things, to seek out additional resources, and to ask for help when you get stuck.
Some additional resources that you could refer to are your course syllabus and the student introduction to Moodle course. Remember, there are many other great people and services that you can connect with at Davidson-Davie, like your instructor, your advisor, the Learning Commons, and the 24/7 Moodle help desk.
Finally, participation in an online course requires organization and planning ahead. Problems with your computer or your online work can happen. Have a backup plan. If your computer crashes, How will you complete your work? Always save backup copies of your work. For example, you could save the same file to a flash drive and Google Drive online so that you can always have access to your work. Don't procrastinate. This will make your computer issues feel even more stressful. Try to leave yourself plenty of time to reach out to your instructor or support office for help troubleshooting technology issues when they arise. You'll be happy that you did.
If you feel like you need additional support, ask your advisor about registering for BSP 4011. This course is called transition to digital skills. In the course you'll learn a central computer and software skills. And best of all, the course is free.
Your overall score for Classroom Website is 60 (low proficiency), indicating you are new to online learning or inexperienced with classroom websites. Be sure to read the tips provided and spend some time looking at your course so you can easily navigate the course materials. Check out the tips and video provided so you are able to find help when you need it.
Suggestions for Online Learning:
- If you are having issues accessing your course in Moodle always contact your instructor first, then if more support is needed contact the 24-7 Moodle Helpdesk.
- Complete the Student Introduction to Moodle course to learn how to navigate through your course(s) in Moodle.
- Read your course syllabus carefully and find out:
- how to contact your instructor
- important course policies
- how your course grade is calculated
- what materials are required
- assignment schedule (use a calendar to keep track of deadlines!)
- View Davidson Davie tutorials on how to use educational technologies.
Most online courses use a classroom website. On this site, you will get access to digital readings, videos, and assignments for your course. This classroom website can be called a Learning Management System, or LMS for short. Our classroom website at Davidson-Davie Community College is called Moodle.
Once you have registered for classes, you will have a chance to explore Moodle and become more comfortable with how your classes will be organized. Across the various courses you take, you'll find similar patterns in the way that you retrieve information and submit your assignments. As soon as you have access to your courses, go ahead and dive in. Explore your course. Look at your syllabus. Learn more about how to contact your instructor, course policies, how your grade is calculated, what materials you'll need, and when your assignments will be due. Get a jump start on organizing yourself and your schedule for the semester by taking note of any due dates.
Many students learn to navigate and use Moodle quickly. But if you run into any problems, we have many ways for you to get support. You can contact your instructor, your advisor, the learning commons, or 24/7 Moodle Support. We're here to help you as you use Moodle to access your courses.
Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281-300.
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2-3), 82-103.
Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118-126.
Cherian, J., & Jacob, J. (2013). Impact of self-efficacy on motivation and performance of employees. International Journal of Business and Management, 8(14), 80.
Cho, M. H., & Kim, B. J. (2013). Students' self-regulation for interaction with others in online learning environments. The Internet and Higher Education, 17, 69-75.
Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Taylor & Francis.
Greene, J. A., Oswald, C. A., & Pomerantz, J. (2015). Predictors of Retention and Achievement in a Massive Open Online Course. American Educational Research Journal, 52(5), 925-955.
Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19-42.
Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29(4), 1779-1786.
Kaymak, Z., & Horzum, M. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Educational Sciences: Theory & Practice, 13(3), 1792-1797.
Kear, K. (2011). Online and social networking communities: A best practice guide for educators. Routledge.
Keengwe, J., & Kidd, T. T. (2010). Towards best practices in online learning and teaching in higher education. Journal of Online Learning and Teaching, 6(2), 533.
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?. Learning and Individual Differences, 25, 67-72.
Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50.
Lai, C., Wang, Q., & Lei, J. (2012). What factors predict undergraduate students' use of technology for learning? A case from Hong Kong. Computers & Education, 59(2), 569-579.
Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59(5), 593-618.
Lu, H. P., & Chiou, M. J. (2010). The impact of individual differences on e‐learning system satisfaction: A contingency approach. British Journal of Educational Technology, 41(2), 307-323.
Ocepek, U., Bosnić, Z., Šerbec, I. N., & Rugelj, J. (2013). Exploring the relation between learning style models and preferred multimedia types. Computers & Education, 69, 343-355.
Paechter, M., & Maier, B. (2010). Online or face-to-face? Students' experiences and preferences in e-learning. The internet and higher education, 13(4), 292-297.
Poellhuber, B., Anderson, T., & Roy, N. (2011). Distance students’ readiness for social media and collaboration. The International Review of Research in Open and Distributed Learning, 12(6), 102-125.
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.