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Everyone at Ashford is a distance learner looking for ways to make connections in the virtual world. Some of us have friends or family pursuing degrees with us, but many of us feel the sense of isolation or aloneness that can come with distance learning. With that in mind, here’s how to impress your Instructor, connect with your peers, and stand out for all the right reasons. Check out our eight tips. For tools, see Get help or find out more.

Is learning online a fit for me?

Online learning offers schedule flexibility, which can work well for students who are managing multiple responsibilities including employment or caring for families. Location-flexible learning can also mitigate some of the factors that students with disabilities encounter when attending a physical campus. And for those who struggle to speak up in a classroom or who like to wear their PJs all day long, online learning can play to your strengths or preferences.

That said, online classes at Ashford come with certain challenges. The Instructor isn’t right there in front of you. The pace means that students are managing reading and writing intensive courses with an increase in self-directed study. And on top of it all, the academic expectations remain high. In your own space, distractions may surround you e.g. festering laundry, imperious cat. At the outset, your peers will be disembodied names and your professor just text on a screen. You can turn that into a learning scenario in which you can shine.

Do online classes work?

Students often ask, “Are online courses hard? Am I going to do well in an online course?” According to researchers in a 2014 analysis (Online Journal of Distance Learning Administration), the evidence is uneven, but much of it is reassuring:

  • Students’ academic outcomes appear similar in online and face-to-face classes.
  • The hybrid model can work slightly better than the traditional approach, some studies suggest.
  • Whether the classroom is online or traditional is a less meaningful predictor of success than students’ drive and engagement.

8 ways to be a virtual stand out

1. Check your calendar and reminders

Icon: checklist with check mark

In online classes, you cannot count on your Instructor or classmates to keep you on track. If you don’t do this already, read your syllabus carefully and schedule everything for the course: assignments, readings, deadlines, and study sessions.

  • Use the organizational system that works best for you (calendar, app, whiteboard, etc.).
  • Set notifications for tasks and deadlines.
  • On your calendar, color-code the time frame for each assignment (e.g., a blue band spanning from the date the paper was assigned to the date it’s due). In a study, this simple technique helped people meet their deadlines.
  • Use that calendar or app for goals and planning.

“While the format across your courses may be consistent, use the syllabus and your access to future learning weeks to get your bearings as you begin each course. With some purposeful planning and use of resources like the Ashford Writing Center or Library, you will position yourself to be as successful as possible.”
—Matt Galloway, Student Care Manager, Ashford University

“Take the time you need to get familiar with the online learning platform before you begin your courses. Once you’re on your way, and most importantly, ask questions as early as possible. Seeking an extension to an assignment after a course is over may not leave you with the same options that would have been offered if you asked for support at the time you encounter an unexpected hardship”
—Johnny Barner, Student Advocate, Ashford University

“Be prepared. Outline an agenda for the [course]. A large benefit of online courses is that most, if not all, materials are available from the start of the [course].”
—Kyle G., third-year student, Kwantlen Polytechnic University, British Columbia

“Check your course email and assignments twice daily. A lot of people do not have the self-discipline to do this, which leads to a lack of success in the course.”
—Hayden W.*, second-year student, Wake Technical Community College, North Carolina

(*Name changed)

“Check when the assignment/test is scheduled, which chapters are needed for it, and then divide the number of pages by the number of days until the due date.”
—Corey L., third-year student, University of Windsor, Ontario

2. Keep a steely focus on time management

Icon: Hour glassYes, even more so than usual. Online learning brings an increased demand for self-discipline and time-management skills. Better get on it.

  • Use your most productive time of day for tasks requiring memory, concentration, and alertness—i.e., assignments. For many people, this is mid to late morning.
  • Stay current with assignments, projects, and deadlines.
  • Break your assignments into chunks to make them more manageable and rewarding.
  • Commit to doing something every day for each assignment, even if it’s minor.
  • Consider strategically adjusting your deadlines: Instead of focusing on the due date, think about the number of days to get there. This way, the task seems more current, motivating you to get started and work on it consistently.

“In home-study mode, students determine their own schedules. One way students can avoid procrastination is by taking ‘paced’ courses with regular deadlines for small amounts of material. Another way is by making a schedule and sticking to it.”
—Dr. Martin Connors, professor of space science, Athabasca University, Alberta

“I look at who turned in the assignment a day or more before the due date. It shows me that this online student is proficient in planning her or his time and is taking the assignment seriously, not throwing something together last minute.”
—Jennifer Millspaugh, MA, professor of speech communication, Richland College, Texas

“My best strategy is to put deadlines on my calendar and have a specific time to study each day so that I don’t fall behind.”
—Deanna R., part-time student, Collin College, Texas

“I schedule it just like I would a regular class and make time for the class the same days and hours per week. If something happens, then I reschedule, but I never skip the time I have scheduled just because I have other important things to do.”
—Dara P., third-year student, Metropolitan State University of Denver, Colorado

“Keep up. Do the reading. Never assume it will be easier [than a traditional class] or that you’ll get away with being lazy. Set calendar alarms for assignments, because your teacher is not there to remind you. Log on every day, no matter what, just to check in or review the calendar or discussion board, something, anything every day.”
—Danika D., fourth-year student, University of Wisconsin–Bothell

“The same lack of structure that makes online courses difficult is the same attribute that makes it great. Being able to pick up at any time of the day can be much more fluid with a person’s schedule than having to attend a lecture or lab at a certain time and day each week.”
—Dai W.*, second-year student, University of Alaska–Anchorage

(*Name changed)

3. Control your environment before it controls you

Icon: LightbulbSome students can tune into class from their sofa and do just fine. Many of us, however, need a more structured environment in which to focus and learn. And we all need to limit our exposure to technological distractions.

The biggest challenge of online study might be sustaining your attention. Online students confessed to mind-wandering roughly 40 percent of the time, in a 2013 study (Proceedings of the National Academy of Sciences). (That problem was effectively addressed by routinely testing students on the material just covered.)

  • Find a place to study that’s free of distractions, e.g., the library.
  • Avoid working in your bedroom, and absolutely never work in bed; this trains your mind to be active in your sleep environment.
  • Log out of social media and Netflix, turn off phone notifications, and use headphones to minimize noise distractions.
  • Try an app that limits your online access; e.g., StayFocusd (for use with Google Chrome) allows you to set a time limit on aimless browsing. For a demo of the Pomodoro technique, see the videos.

“It is so easy to get distracted when you are not actually in a classroom at a set time. Find a place and time that work best for you. For some students, that may be late at night in a corner of their kitchen or early morning at a coffee shop. Whatever it is, the space should be as distraction-free as possible.”
—Dr. Amy Baldwin, director, University College, University of Arkansas

“Work early on to manage distractions and how you will respond to them. First, it’s important to have a dedicated area where you will complete your studies and coursework online. As faculty, I cannot concentrate while on my laptop in my living room; I have a dedicated office space where I am not able to view the TV.”
—Christina Jaquez, JD, student conduct specialist and deputy Title IX compliance specialist, Ashford University

“I scheduled time every week in the library to work on the class as though I were actually in class. Nothing could interfere with that time.”
—James L.*, second-year graduate student, University of Arkansas at Little Rock

(*Name changed)

“No social media or music during [the time I set aside for] class.”
—Lori I., first-year student, University of Alaska–Fairbanks 

4. Ask all the questions

Icon: Question marksYou can’t raise your hand in an online course, but you can still speak up—and you must. To clarify assignment expectations and make sure you understand the point, ask right away. Your classmates will benefit too.

  • Get clarification about the syllabus as soon as possible.
  • Ask your professor questions well before you need the answer.
  • When corresponding, consider time zone differences.
  • Connect with your professor during office hours if they are offerred.

“The absence of body language means faculty can’t see, literally, when students have confusion on their faces. Asking questions for clarification can help everyone: you, your classmates, and even your instructor.”
—David Bartone, lecturer and advisor, University Without Walls, University of Massachusetts Amherst

“Students have the responsibility for reaching out to their online instructors to ask questions. The absence of a face-to-face encounter makes this a fundamental prerequisite for online learning. If that does not happen, students are adversely affected in the learning process as well as the grades that they earn for online courses.”
—Dr. Constantine Passaris, professor of economics, University of New Brunswick

“Work on assignments as soon as they are available so that you can identify any questions you might have. Because it can be harder to get in touch with the professors, it’s good to know what you need help with as soon as possible.
—Raymond C., fourth-year student, University of Wisconsin–Stout

“Email the professor regularly to make sure you are meeting their expectations, and for feedback.”
—Sarah N.*, first-year certificate student, Lambton College, Ontario

(*Name changed)

5. Always be part of class discussions

Icons: Speech bubblesTo stand out from the virtual masses, take an active role in your online learning experience. Not participating in class discussions may affect your grade. Good news: In a recent survey by SH101, many students said they are more comfortable speaking up online than in a traditional classroom.

  • Expect more interaction than in a traditional classroom setting.
  • Initiate discussions.
  • Check your email daily, and respond when appropriate.
  • When possible, get to know your peers personally outside the virtual classroom.

“I always encourage students to do the ‘AEQ method.’ This means Acknowledge what the other student said; provide your own Experience; follow up with a Question.”
—Dolan Williams, education attorney, California, and former student community standards specialist at an online university

“Similar to classroom dialogue, learning happens when you interact with your peers. My most valuable tip would be to try to engage with different classmates each week. Be diverse in who you interact with to further enrich your learning experience.”
—Christina Jaquez, JD, student conduct specialist and deputy Title IX compliance specialist, Ashford University

“There’s a greater freedom in speaking your mind when your participation grades are pulled from discussions. It also forces students to respond to others.”
—Joyce L., fourth-year student, Queen’s University, Ontario

“Most of the time people are too shy to speak up in class, but in online classes no one sees you, and you can speak your mind all the time.”
—Denise V., third-year student, St. Mary’s University, Texas

“There is a great foundation for looking at the perspectives and comments of several students all at the same time.”
—Alex M., third-year student, University of Victoria, British Columbia

“One of the most advantageous things about online courses compared to classroom-based learning is that the students are more engaged with each other. It’s easier to spawn a discussion.”
—Gabrielle C., third-year student, Metropolitan State University of Denver, Colorado

6. Use your words constructively

Icons: Book with feather penSometimes written text may read more harshly than intended, especially if you don’t have an established rapport with the other person or people. It’s important to be assertive on discussion posts and email, and also to make sure you’re coming across as respectful—otherwise your assertiveness could work against you.

  • Craft your written comments before making them public.
  • Ensure your remarks are always respectful of others’ opinions.
  • Try not to get offended or take it personally if you read comments that seem direct or abrupt.
  • Use proper grammar, spelling, punctuation, and capitalization.

“As an online learner, you have the chance to really think about your ideas and positions before you post your response. No longer must the extroverts determine the discussion. Everyone has a fair shot to contribute frequently and meaningfully; everyone should take it!”
—David Bartone, lecturer and advisor, University Without Walls, University of Massachusetts Amherst

“It is very easy to take written communication the wrong way in an online format. Assume that anyone who communicates electronically is doing so in a calm, caring tone. Believe me! Doing this first and then asking for clarification from others are two keys to long-term management of potential conflicts.”
—Dr. Amy Baldwin, director, University College, University of Arkansas

“Too many students use ‘text-speak’ when submitting their online assignments or participating in discussion boards. Just as you have to change your tone and the language you use to talk to your professor instead of your close friends, you should change your written language online to be more formal and more college level.”
— Jennifer Millspaugh, MA, professor of speech communication, Richland College, Texas

“I do enjoy having online discussions. I’m allowed to review my response and then submit it, versus fearing saying something stupid.”
—Mason M., first-year graduate student, University of Wyoming

“Online classes have the benefit of connecting with others purely based on educational purposes, so conversations are very intellectual and focused.”
—Ryuichi H., second-year student, College of the Desert, California

“Being able to read and reread what others are saying is better than hearing it in class, because it gives me time to digest their opinion and formulate a thoughtful reply.”
—Olivia H., third-year student, Queen’s University, Ontario

7. Get creative with work groups

Icon: puzzle piecesTake advantage of online tools that can help you successfully work with peers from a distance.

  • Check out these tools and formats: Free document sharing/editing services
    • Free web conferencing services with online screen sharing
    • Dedicated groups via online social networks for informal discussion
  • Suggest alternative formats to your instructor, when appropriate.

“Group work can be challenging in an online class if the expectation is to ‘meet up’ or complete work synchronously. Finding a space online—a chat room or even Google Docs—that allows for students to interact at a designated time, or asynchronously (in their own time), can be a tremendous help.”
—Dr. Amy Baldwin, director, University College, University of Arkansas

“Take the course with a friend. That way, you have someone to discuss it with in person and a face-to-face study partner.”
—Abigail R., third-year student, Wayne State College, Nebraska

“A Facebook group of my peers helps me [manage] my courses. I try to do the same for them.” (Note: Be careful not to reuse others’ work, even inadvertently.)
—Michelle K., fourth-year student, University of Victoria, British Columbia

“Talk to other people in your life or other peers about the content to give it more meaning.”
—Joyce L., fourth-year student, Queen’s University, Ontario

8. Test your technology

Icons: open laptopYou don’t have to be a tech guru to take an online class, but you do need to quickly address any glitches.

  • Make sure you meet the course’s technical requirements before beginning your course.
  • If access to technology changes, reach out to your Student Advisor to explore options until your access is restored.
  • Ask teachers and classmates which apps and other tools they recommend for organization, document sharing, video conferencing, and so on.

“The most important thing is access to a working computer with internet and email along with a backup plan to account for computer issues, internet issues, etc. While the classroom and some content can be accessed via mobile or through apps, it is rather difficult to complete coursework this way.”
—Christina Jaquez, JD, student conduct specialist and deputy Title IX compliance specialist, Ashford University

“Test the settings and connectivity for the various platforms; get yourself organized just like you would any other course; make sure you have an Ethernet cable as at times it seemed to make for a more reliable connection than wireless.”
—Diana B., graduate student, University of Victoria, British Columbia

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Article sources

Amy Baldwin, EdD, director, University College, University of Arkansas

David Bartone, MFA, lecturer and advisor, University Without Walls, University of Massachusetts Amherst.

Maria Chilicki-Godfey, MEd, instructor, University of Phoenix, Tempe, Arizona.

Martin Connors, PhD, professor of space science, Athabasca University, Alberta.

Marie-Claude Fortin, PhD, department of applied biology, University of British Columbia.

Joy Fraser, PhD, professor and director of health administration, Athabasca University, Alberta.

Lisa Gualtieri, PhD, assistant professor of public health and community medicine, Tufts University School of Medicine, Massachusetts.

Sean Gouglas, PhD, associate professor and director, Office of Interdisciplinary Studies, University of Alberta.

Christina Jaquez, JD, student conduct specialist, deputy Title IX compliance specialist, Ashford University.

Paul Jerry, PhD, professor of pyschology, Athabasca University, Alberta.

Jennifer Millspaugh, MA, professor of speech communication, Richland College, Texas.

Constantine Passaris, PhD, professor of economics, University of New Brunswick.

Dolan Williams, JD, education attorney; former student community standards specialist, Ashford University.

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Student Health 101 survey, September 2016.

Szpunar, K. K., Khan, N. Y., & Schacter, D. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences, 110(16), 6313–6317.

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