Online Learning Manual

10 Best Practices for Online Communication...... 3

10 Tips for Being a Successful Online Learner...... 5

Characteristics of Online Learners...... 7

Tips for a Quality Online Discussion...... 11

Time Expectations for Online Learning...... 14

The following best practices apply to online Discussion, e-mail, and other forms of electronic communication, such as chat.

1. Use formatting wisely in e-mail and Discussion.

 TYPING IN ALL CAPITAL LETTERS IS EQUIVALENT TO SHOUTING. Shouting at your readers makes them more likely to skim over what you have to say, or ignore you completely.

 Use bold and italics sparingly in e-mail to indicate urgency; otherwise, you dampen their visual impact. Consider surrounding words and phrases with *asterisks* as an alternative means of providing emphasis.

2. Include identifying information on all e-mails.

A signature block should include your formal name, your institution, and your contact information. Your institution may assign a student identification number to you that should be included in your e-mail signature or in the body of the e-mail message.

3. Pay attention to spelling and grammar.

The quality of your writing makes an impression on others. Therefore, lend e-mails and Discussion posts the same attention to detail you would devote to any published work.

4. Keep your responses concise.

Edit out information that is not directly applicable to your response. While it is helpful to provide context for your reader by including the original e-mail in your reply, you should avoid burying your response in layer-upon-layer of previous correspondence.

5. Use the subject line.

For each e-mail and Discussion post, provide a clear subject line so that recipients immediately know the point of your message. Your course Syllabus may include specific directions for what information to include in e-mail and Discussion posting subject lines.

6. Be professional, respectful, and thoughtful in all communication.

Online learning should be a professional experience as well as an academic experience. As a result, students are expected to adhere to professional standards in all communications.

The online institution is an international community. As such, you may be communicating with people whose backgrounds vary with regard to culture, language, and country of origin. What may be acceptable in one culture may not be acceptable in another. Please keep cultural judgments out of the language that you use in your communications.

8. Exercise humor in moderation.

Humor in the online environment is easily misinterpreted. Because people do not have the benefit of seeing facial expressions and body language, or hearing tone of voice, your humor may be viewed as criticism. Subtler forms of humor, such as sarcasm and irony, are especially difficult to convey online successfully.

9. Read your message carefully before sending it.

Your online communications via e-mail or in Discussion areas are recorded and archived. Because anything you write in an online environment can be forwarded easily, avoid making statements you would not want to become public knowledge.

10. Do not engage in commerce or request donations.

Please do not use the online classroom or your University e-mail to advertise or sell a product or service or to ask for donations to a group, institution, or cause.

1. Read the Syllabus.

The Syllabus should be the first item you read (and print out) on the first day of the course. The Syllabus includes important information about the course structure, topics, activities, and due dates.

2. Print out the Instructor contact information.

You never know when you might need to contact the Instructor by e-mail or even by phone. If you are not able to access the course to retrieve this information, you will want to be sure you have it close by for reference.

3. Familiarize yourself with the online classroom.

Take some time to explore the online classroom and its features and functions. You will be more comfortable and efficient with online learning if you know where to locate items in the classroom.

4. Form relationships with your online classmates.

You are encouraged to form professional relationships with your online classmates so that you have a network of people to turn to for support or if you have questions about the course content. Make sure that you have your classmates’ contact information so that you may communicate during the course and after it has ended.

5. Remember that your online colleagues are not exactly like you.

The online classroom includes people of different cultures and languages. Therefore, if a Discussion posting or e-mail seems unclear or different from what you expect from a classmate, consider that the person may have a different approach to communication and learning than you do.

6. Contact someone when you need assistance.

In the online environment, no one will know if you have a question about an assignment or have a problem with your computer unless you say something. You will be expected to initiate contact with someone, often through e-mail or the phone, to request assistance and seek answers.

7. Participate actively and regularly in the online Discussions.

Dialogue, discussion, and collaboration among students are highly valued by the University. As a result, you are expected to participate in online Discussion regularly throughout the week (a 7-day timeframe).

Online learning is flexible in that you may participate and work on assignments at any hour convenient to you. However, your online courses will have specific due dates each week for participating in Discussion and for submitting written assignments. For example, in one week (a 7-day timeframe), you may be required to participate in Discussion on Day 3 and Day 5 and submit written assignments by Day 7. Check your Syllabus for such details.

9. Behave with academic integrity and honesty.

Online learners are academic professionals and are expected to behave as such when interacting with the Instructor, classmates, or University personnel. This means adhering to the institution’s Code of Conduct, which includes expectations for behaving with academic integrity and honesty.

10. Plan and follow a time-management plan.

Integrating online learning into your already busy schedule can be difficult. Therefore, it is important that online learners plan their time carefully.

The online classroom is a global community. People from the world over convene in a single classroom and share their experiences and points of view while learning a specific subject. Because most of the communication takes place in the online classroom in a written format and without the benefit of seeing a person’s body language or hearing a person’s voice, it is easy to misjudge or misinterpret the intent or tone of a communication or the motivation for an action.

Expect people in the online classroom to be different from you, even if you speak the same native language or come from the same country. Language and customs differ from country to country and within regions of the same country.

A person’s background and technology experience may influence how that person manages time, participates in Discussions, completes coursework, and communicates with others.

If you are presented with a communication situation that confuses or even angers you, ask yourself, “What are some possible reasons for this person’s communication style and behavior?” While some reasons may seem obvious, challenge yourself to go beyond hasty conclusions, or even stereotypes. One of the advantages of the online classroom is that you have the time to re-read an e-mail or Discussion posting and think about how to respond to it.

Your fellow classmates:

 May be taking the course in their second, third, or even fourth language.  May not have taken an online course before.  May not have much experience with the technology needed for online learning.

Remember:

Everyone is in the online classroom to learn, and everyone—regardless of background, language, or customs—has something to contribute.

The chart on the next page identifies key characteristics successful online learners have or have managed to develop during their program of study. It is possible that you may benefit from adjusting your approach or behavior in order to give yourself the best opportunity for success in your online program.

Following are key characteristics online learners have that contribute to their success in their degree program. If new online learners do not have these characteristics yet, it is in their best interest to develop them.

Characteristic Benefits of This Characteristic Reflection Question Communicates in a By communicating clearly and in a Think about how you communicate with professional manner. professional manner, you will be regarded as a others. professional. This means that people will be more willing to listen to what you have to say, Do you: and there is less chance of being misunderstood or misinterpreted.  Reveal or conceal your emotions through words and gestures?  Speak directly or ask questions to elicit information from others?  Speak often during conversations or remain silent and listen to what others say?  Openly disagree with others or refrain from disagreement?

To what extent might you need to adjust your communication style for the online environment? Incorporates the words One outcome of university work is to develop The concept of academic integrity or and ideas of others into skills with presenting and supporting a logical, academic honesty may be new to you. Each one’s own writing and scholarly argument, that is, conducting and learner’s perspective on this topic is gives credit to those presenting original research. Moreover, one influenced by past educational experience people for their words and purpose of research is to contribute to the and what was considered acceptable ideas. larger body of knowledge for a discipline. behavior in that school.

Note: Giving proper credit For many of your written assignments as an Were you taught that imitating or copying a to other’s words and online learner, you will be putting forth an person’s words and ideas was considered ideas is part of a larger original argument, reading the work of other respectful—and therefore, acceptable—or concept known in the researchers, synthesizing their ideas, and then were you taught that using someone else’s University as academic incorporating those ideas into your own work words and ideas and claiming them as your integrity, or academic as a means of supporting your original own was unacceptable? honesty. The University argument or showing how someone else’s has policies regarding idea is flawed. To what extent might you need to adjust academic integrity, or your perspective on this topic in order to be academic honesty, and While the University values each student’s the most successful online learner you can consequences for those personal experience and point of view, a be? students who do not scholarly argument that includes only personal behave in accordance perspective and anecdotal support is with the University’s considered incomplete. policies. By incorporating and crediting the words and ideas of others, a writer:

 Establishes credibility with the reader.  Indicates to the reader that he/she has read widely and critically considered multiple points of view on a topic.  Distinguishes his/her position from those of others.  Connects to the existing body of knowledge in a discipline.  Contributes new ideas to the existing body of knowledge in a discipline.

© 2012 Laureate Education, Inc. 9 Characteristic Benefits of This Characteristic Reflection Question Employs a consistent A citation and reference style is one means for Think about any citation and referencing citation and reference researchers in a specific discipline to “speak styles you may have used in the past, such style for academic writing. the same language” when presenting as MLA, APA, Turabian, and Chicago. discoveries and analyses. When there is a common style, the reader can focus on the To what extent might you need to develop substance and logic of the information, instead the skill of using a citation and reference of on how the information is presented. style in your academic writing?

By using citing and referencing, a writer: If you do not have a lot of experience using a citation and reference style, remember  Establishes credibility with the reader that there are reference books and other as a worthy member of that specific University resources, such as the Writing discipline. Center, to assist you with developing this  Distinguishes between his/her original skill. argument and the thoughts of others.  Invites the reader to explore the sources in the citations and reference list, thereby inviting replication of research and the ability to build upon it.

Refers constantly to the Successful online students know how to use Think about your experience with using citation and style their time most effectively. As such, they know reference guidelines or guidebooks, such as reference guidelines used that a citation and style guide is meant to be a a dictionary or a thesaurus, to assist you by the discipline. reference tool that is used when needed; it is with your school work. not to be memorized. To what extent might you need to develop the habit of looking up information in a reference guide?

Online discussion will be a main learning activity of your course. As such, here are a few tips and examples for how to bring a higher level of quality and enjoyment to your online discussion participation.

Start Strong With the Initial Posting

The initial posting is where Discussion begins. Here are some tips for making the most of it.

 First, check your course Syllabus for the Discussion requirements, such as due dates and specifications about citing or referencing sources.

 Then, look for any Discussion rubrics or evaluation criteria to help guide you in how to shape your posting and what to include.

 Next, read the Discussion assignment thoroughly, making sure to note all of the aspects of the assignment that your Instructor will expect you to address in your initial posting.

 Finally, compose your Discussion posting in a word-processed document so you can craft it according to all of the criteria, and you can check your spelling and grammar. When you are ready, copy and paste your initial posting from the document into the designated Discussion area.

Frame Your Comments as a Response to Something That Has Already Been Said1

Since the best group discussions are genuine conversations rather than a series of disconnected monologues, the single most important thing you need to do when joining a class Discussion is to link what you are about to say to something that has already been said:

 I really liked the point Aaron made earlier when he said that _____. I agree because _____.

 I take your point, Nadia, that _____. Still, …

 Though Sheila and Ryan seem to be at odds about _____, they may actually not be all that far apart.

In framing your comments this way, it is usually best to name both the person and the idea you are responding to. If you name the person alone (“I agree with

It is fine to try to change the conversation’s direction. There’s just one catch—you need to make clear that this is what you are doing. For example:

 So far we have been talking about ____. But isn’t the real issue here _____?

 I’d like to change the subject to one that hasn’t yet been addressed.

If you try to change the subject without indicating that you are doing so, your comment will come across as irrelevant rather than as a thoughtful contribution that moves the conversation forward.

Disagree Respectfully

A rich discussion often occurs when participants disagree. It is important to be aware of your tone and choice of words when disagreeing with someone so that the disagreement of ideas does not become a personal attack. Here are some examples for how to disagree in a respectful manner:

 While I accept your main point, Marc, that ______, I disagree that the main reason for this is ______. Based on research from _____ , I see the problem like this…

 I respectfully disagree with your point of view on ______, Pia. My reasons for disagreeing are ______and ______based on ______.

 While your personal experience with the problem is valuable, I disagree that the implications of the problem are as wide-reaching as you state.

You may need to disagree with participants in a Discussion and support the reason for your disagreement. If you are not accustomed to disagreeing directly in a conversation, consider starting with the “I respectfully disagree” example above to build your comfort level with this situation.

Help the Conversation Grow

It is important that you respond to participants in such a way that helps the conversation become more thoughtful and more engaging. One way to do that is by asking open-ended questions—questions that cannot be answered with a simple response of YES or NO—for more information or for clarification:

 I am interested in your point about _____. What evidence do you have that supports this?

 You offer clear examples of problems related to _____. What solutions would you suggest for solving ______?

 Of the several possible solutions you have offered in your posting on _____, how would you prioritize those solutions? Which one do you believe is the most important, and on what do you base your choice?

 What are the implications of ______?

A rich and satisfying discussion is based on all participants moving the conversation along. This task is not the sole responsibility of the Instructor. In fact, your Instructor may not contribute to every Discussion thread or topic. The Instructor will be looking to you and your classmates to address the topic at hand in a thoughtful way. Be sure to review your Syllabus and course rubrics to better understand the expectations for your participation in each type of assignment.

1,2 Graff, G., & Birkenstein, C. (2006). They say, I say: The moves that matter in academic writing. New York, NY: W. W. Norton.

General Expectations

If you were attending a traditional university with a physical campus, chances are that, in addition to your study time at home, you would spend time driving to campus, parking, walking to class, sitting in class for 1–3 hours, walking back to the car, and finally driving home. The hours add up quickly.

You may have chosen online learning because it offers the convenience and flexibility of schedule you could not get at a traditional university. And, because there is no traveling to and from campus or sitting in class, you might associate online learning with saving time.

What you need to remember is that, as an online learner, the time you save by not attending a traditional university is time you spend on other tasks online. For example, the hour you save by not driving is an hour you spend reading Discussion postings in the online classroom. The 30 minutes you save by not walking between the parking lot and the classroom is 30 minutes you spend reading the weekly Introduction, weekly Learning Objectives, and the list of weekly resources. Overall, then, the total hours per week for traditional learning and online learning may be similar for you.

Expect the following activities to take a little longer than you might think:

 Communicating. When students and the Instructor are in the same physical location at the same time, listening and talking happen immediately. In online learning, students and the Instructor are often in different locations and time zones. In online learning, “listening” becomes the process of reading, and “talking” is the process of writing. You compose an e-mail or Discussion posting, wait—perhaps 24–48 hours— for a reply, read the reply, then compose your response. As a result, conversations can take more than one day.

 Accessing Course Materials. In a traditional campus setting, an Instructor might provide you with printed handouts in class. In online learning, the Instructor may provide a handout in the online classroom, but to read it, you have to click the link, open, save, and print the document. Or your Instructor may ask you to search the online library for a resource instead of providing it in the classroom. In that case, you would log in to the library, search for the resource, access the resource, save or print the resource, and then finally read it.

 Completing Assignments. While technology can make writing a document faster and easier, it takes time to create new documents and

© 2012 Laureate Education, Inc. 15 folders and to locate and open existing files and folders. And if you do not have a folder or file management system, you spend time searching for a document. Moreover, there are times when your Internet connection may be slow, a website you need to visit for an assignment is unavailable and you have to come back later, the document you need for your assignment has disappeared from your computer, or your computer crashes.

Weekly Time Expectations

You will likely spend approximately 17 hours per week on each of your EMBA courses. How will you spend that time?

1. On the computer in your online classroom, reading announcements from your Instructor, reading information on screens, accessing and reading resources, participating in online discussions, and submitting assignments

2. On the computer outside of your online classroom, doing research in the Walden Library or on the Internet, using word processing software to write assignments, checking e-mail

3. Away from the computer, reading textbooks and other resources, thinking about your readings and the course topics, and planning your assignments

Manage Your Study Time by Designating a Study Space

In an online program, you do not have a specific physical classroom to go to that signals to you and those around you that “this is study time.” As such, online learners need to create their own effective study environment and indicate to others that this is your study space—and time.

Below is a list of tips for creating an effective study environment. And having an effective study environment can help you with your time management. You will not waste time looking for materials or being interrupted by others, thereby being able to complete your online learning tasks more quickly and with greater comprehension.

1. Designate a primary and a secondary study space.

You may be able to work on your online course at your place of work and at home. Or, you may prefer to study in an Internet café or coffee shop. Whichever locations you prefer, decide which one will be your main place to complete your work for your online course, and which one will be your secondary place. You may decide that one place is better for when you need to log in to your online

© 2012 Laureate Education, Inc. 16 course and complete online tasks, whereas another place may be more suited to sitting and reading materials and completing offline tasks. The study space you prefer may be the one that helps you reduce or eliminate distractions.

2. Reduce or eliminate distractions and interruptions.

It is likely that you have many demands on your time and that you are juggling several obligations at once. To help you reduce or eliminate interruptions or distractions while you study, consider the following tips:

 Do not answer e-mail until your study time is finished.  Allow any phone calls to go to voicemail, or turn off your cell phone.  If you use an instant messaging system, set your availability to “Busy” or “Study Time.”  Hang a “Do Not Disturb” sign on your door or on your desk.  If you use a shared electronic calendar system, such as Outlook, set blocks of study time on your calendar so people know not to schedule meetings during that time.  If you are working at home, make sure your household members know when you begin your study time.

Consider having a calendar the household can see on which you write your study time, like an appointment. That way they know not to disturb you during those times.

3. Develop a study ritual.

You may find it useful to have a ritual you perform at the beginning of your study session that helps signal to you—and to those around you—that it is time to study. This may include making a fresh cup of coffee, placing your study materials on your desk, and taking out the pen and notebook you have designated for the course.