Characteristics of Successful Online Students sample essay
“In this age of learner-centered learning, online instruction provides a unique opportunity for learning materials, tasks, and activities to fit individual learning styles and preferences (Bonk, Wisher & Lee, 2003).” Learning styles along with other factors have an impact on the characteristics of successful online students. Each student is different, how he or she obtain information and apply it to their online learning will determine their success. Successful online students must be well rounded, having characteristics to regulate, self-motivate, and manage their time wisely; thus, successful online students must be responsible and have the ability to adapt. Web-based learning has become increasingly popular, as technologies have advanced. Time-management as well as different learning styles has the ability to affect the success of online learners. Online learners must have the ability to manage their time effectively, use visual and non-visual tools; also, they must be able to manage their resources. Student backgrounds also affect the success of online learners.
“Learning styles refer to the different ways learners use to perceive, process and conceptualize information. (Zacharis, N. Z. 2011)” Students should determine their learning style and have the ability to apply it to their online learning to better use their time and to obtain the most information out of their learning. In reading this article I have learned it is best for a student to first identify their learning style in order to determine their potential successes and failures in becoming an online learner. Online learning is not for everybody. The content of this article was not surprising; I find online learning to be a challenge every day. Each semester you have to become familiar with different teaching styles of professors and their expectations with the inability to personally meet the professor. I found this article to go hand in hand with the course material read this far. It is important to determine learning styles and to determine what works best for you, such as flashcards, highlighting, reading and re-reading. Each individual is different, it is important to determine a plan of action in order for an online learner to succeed to his or her full potential. “Instruct the wise and they will be wiser still; teach the righteous and they will add to their learning. (Proverb 9:9)”
This proverb relates to the article and course material in that online courses only provide a sense of direction for a student and what the student does with that direction will determine their success. In my own path of obtaining my online degree I will begin to better so determine what works best for me, what learning style best fits to my courses and myself. First, I will determine my main learning style. Second, I will apply it to this course and my other courses to determine a plan of action to complete the rest of my assignments. Lastly, I will use what I have learned throughout the rest of my degree to achieve the highest level of success and understanding.
I believe this information can also be applied to everyday life, to manage relationships, money, and time effectively. In conclusion, effective online learning is not for everybody. The success of online learning is determined by the success and abilities of the individual person to comprehend, and manage their time and resources effectively. Characteristics of successful online learners include patience, motivation, and also self-discipline. In proverbs 1:5 “let the wise listen and add to their learning, and let the discerning get guidance”.
Bonk, C. J., Wisher, R. A. & Lee, J. (2003). Moderating learner-centered e-learning: problems and solutions, benefits and implications. In T. S. Roberts (Ed.), Online collaborative learning: theory and practice (pp. 54–85). Hershey, PA: Idea Group Publishing. Zacharis, N. Z. (2011), The effect of learning style on preference for web-based courses and learning outcomes. British Journal of Educational Technology, 42: 790–800. doi: 10.1111/j.1467-8535.2010.01104.x
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