EL7006+Introduction+to+Online+Learning

Online learning is an exciting and expanding phenomenon for students of all types! If you are new to online learning there are things I would like to share with you briefly.
 * Expectations || * You get a quality education with the same ultimate credentials ( Desai, Hart, & Richards, 2008; Picciano, Seaman, & Allen, 2010; Thompson, 2007 ).
 * You should receive prompt, accurate, and encouraging feedback from Mentor’s ( Ally, 2008; Pelz, 2010 ).
 * You should receive clear guidelines, expectations, and requirements from Mentor’s ( Ali & Ahmad, 2011; Gunawardena, Linder-VanBerschot, LaPointe, & Rao, 2010; McGlone, 2011 ). ||
 * Joys || * Learning is a joy in itself.
 * Researching and learning new things in a field that interests you brings intense pleasure.
 * Interacting with and developing relationships with other students, and in some cases your Mentor, is a pleasure. ||
 * Issues || * In some cases Mentor’s do not provide clear expectations, or prompt, accurate, and encouraging feedback.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Some Mentor’s have ego issues, or present material that is a decade old.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Your company may not fully cover the cost of courses.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">It is entirely possible that your program will be evolving and not completely stable. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Attributes Needed || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Self-discipline is required for online students ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cercone, 2008; Omar, Kalulu, & Belmasrour, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The ability to set and steadily work toward goals is a requirement for online students ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Strang, 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">You must be able to work with a computer and the necessary software required by your program ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Since most assignments and communication for online students are in writing, you must have some writing ability. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Considerations || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Online learning does require time. Just as much time as a traditional class. It is necessary for you to make time every week and preferably every day to study, to research, and to write on your assignments. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Lessons Learned || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Give every assignment your all – do not just meet the minimum standards.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">If you are right – say something. Mentor’s and school officials are not infallible, and if approached with tact and a clear explanation of an issue, they will generally acknowledge mistakes. ||


 * = References ||
 * * Ali, A., & Ahmad, I. (2011). Key factors for determining students’ satisfaction in distance learning courses: A study of Allama Iqbal Open University. //Contemporary Educational Technology, 2//(2), 118-134. Retrieved from http://cedtech.net/
 * Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), //The theory and practice of online learning// (pp. 15-44). Edmonton, AB: Athabasca University.
 * Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. //Association for the Advancement of Computing in Education Journal (AACE), 16//(2), 137-159. Retrieved from http://www.editlib.org/j/AACEJ
 * Desai, M. S., Hart, J., & Richards, T. C. (2008). E-learning: Paradigm shift in education. //Education, 129//(2), 327-334. Retrieved from ERIC Database. (EJ871567)
 * Gunawardena, C. N., Linder-VanBerschot, J. A., LaPointe, D. K., & Rao, L. (2010). Predictors of learner satisfaction and transfer of learning in a corporate online education program. //The American Journal of Distance Education, 24//(1), 207-226. doi:10.1080/08923647.2010.52291
 * McGlone, J. R. (2011). Adult learning styles and on<span style="font-family: 'Calibri','sans-serif';">‐ line educational preference. //Research in Higher Education Journal, 12//, 1<span style="font-family: 'Calibri','sans-serif';">‐ 9. Retrieved from http://www.aabri.com/rhej.html
 * Omar, A., Kalulu, D., & Belmasrour, R. (2011). Enhanced instruction: The future of e-learning. //International Journal of Education Research, 6//(1), 21-37. Retrieved from http://www.journals.elsevier.com/international-journal-of-educational-research/
 * Pelz, B. (2010). (My) three principles of effective online pedagogy. //Journal of Asynchronous Learning Networks, 14//(1), 103-116. Retrieved from http://sloanconsortium.org/publications/jaln_main
 * Picciano, A. G., Seaman, J., & Allen, I. E. (2010). Educational transformation through online learning: To be or not to be. //Journal of Asynchronous Learning Networks, 14//(4), 17-35. Retrieved from http://sloanconsortium.org/sites/default/files/2_jaln14-4_picciano_0.pdf
 * Strang, K. D. (2012). Skype synchronous interaction effectiveness in a quantitative management science course. //Decision Sciences Journal of Innovative Education, 10//(1), 3-23. doi:10.1111/j.1540-4609.2011.00333.x
 * Thompson, M. M. (2007). From distance education to e-learning. In R. Andrews, & C. Haythornthwaite (eds.), //The SAGE handbook of e-learning research// (pp. 159-178). Los Angeles, CA: SAGE Publications. ||