Getting Started

Many schools provide an orientation program for new or returning students as well as directions for using online campus resources. Whatever the format of your course, you are expected to have or to gain technical skills sufficient to meet course requirements. Find out how to tap campus resources for immediate crises, self-help tutorials, and technology consultation. In addition, your instructors will supply a syllabus, course policies, assignments, assessment criteria, and other information for each course. Especially for online work, remember these two essential survival skills: read first, and then ask questions.

Learning by Doing Reflecting on an Online Writing Course

Learning by Doingimage Reflecting on an Online Writing Course

If you are enrolled in an online or hybrid writing class, review your syllabus and assignments. How, if at all, does the course seem to differ from a traditional one in terms of the nature and amount of work assigned, the level of participation expected, the type of help available, and so on? Do you anticipate any special problems or challenges? Do any questions about the course come to mind? If you do have questions, make sure to get answers from your instructor.

Class Courtesy

All of your classes—face-to-face, online, or hybrid—have expectations for conduct and procedures. Some rules, such as keeping food and beverages out of a computer lab or laptop-cart classroom, obviously protect the equipment for everyone’s benefit. Although explicit rules may vary by campus or instructor, conduct yourself in ways that demonstrate your attentiveness, courtesy, and consideration for others. During a face-to-face class, avoid texting or taking phone calls. When technology problems inevitably arise, ask about solutions instead of blaming the online environment for snags. Online, consider both your tone and level of formality. Use the relative anonymity of online participation to advance your intellectual growth, not to make negative comments at the expense of others. Think twice before you post each message so you don’t regret a hasty attack, a bad joke, a personal revelation, or an emotional rant. If you are uncertain about what is appropriate, ask your instructor for guidelines, and observe the conventions of professional communication. Strive to be a thoughtful learner who treats others respectfully as colleagues in a learning community.

309

CMS or LMS Options Typical Functions Components Your Class Might Use
Course Materials Handy essential information, available online for reference anytime during the course Course syllabus and calendar, required and background readings, online reserve readings coordinated with the library, optional sources and links, reading or writing assignments, directions for activities, class and lecture notes, study guides, assessment criteria, online tutorials, podcasts, videos, and Webliographies
Course Communication Convenient and varied systems for course messages and discussions, limited to class members Convenient e-mail (to the whole class, a small group, or an individual), notices about changes or cancellations, text messaging, social networking, chats, threaded discussions, paper exchanges, a comment system, and a whiteboard for graphics or drawings
Class Profiles Individual introductions posted for all the class to read, establishing each person’s online personality and presence Descriptions of the individual’s background, interests, or expectations of the class, possibly with a photo or other personal representation; possibly CMS or LMS reports on whole-class patterns to allow for timely improvements
Threaded Discussions Series of related exchanges focused on a specific course topic, question, or issue (open to all classmates or only to a group) Questions and comments exploring and thinking critically about a topic along with any subthreads that evolve during discussion
Text Exchanges and Responses Drafts and final papers posted for response from other students or for assessment by the instructor Overall responses to the strengths, weaknesses, and effectiveness of the paper as well as detailed comments noted in the file; possibly options for feedback requests
Table : Common Interactive CMS or LMS Options

Online Ethics

Respect class or campus guidelines for online text exchanges with other students. Treat each other courteously and respectfully, address others in an appropriate classroom manner, and follow directions designed to protect each other’s privacy and hard work. Your instructor may provide cautions about sharing personal or confessional information, especially because your CMS, LMS, or campus may retain indefinite access to class materials.

In addition, find out whether your papers might be routinely or randomly submitted to a plagiarism-detection site. Be certain that you understand your campus rules about plagiarism and your instructor’s directions about online group exchanges so that you do not confuse individual and collaborative work. Further, use sources carefully as you do online research:

For more on using sources, see the Quick Research Guide.

310

Online Options Typical Functions Applications Your Class Might Use
Class Blogs Individual or collaborative blogs or journals for a sequence of public (whole class) or private (small group or instructor) comments on a topic or theme Regular comments to encourage writing, reflecting, exploring, analyzing, and sharing ideas that could evolve into more fully developed written pieces
Class Wiki An encyclopedia of collaborative entries explaining terms relevant to a course topic or issue An existing or evolving set of essential key terms, activities, concepts, issues, or events
Class Ning Private social network for class members (as a whole or in special-interest groups) to share information and exchange ideas List of relevant campus or community events, participant profiles, and a forum or blog to comment on key topics
Text Exchanges Texts submitted for response from others through messages with attached files (to use software to add comments) or a real-time document-sharing Web site (to use its comment system) Overall comments on strengths, weaknesses, and effectiveness; suggestions noted in the file (perhaps color-coded by respondent); one-on-one exchanges, such as questions and answers, about a draft
Audio Applications Recorded spoken comments, including responses to drafts, in-person group discussions, presentation or podcast practices, podcasts, course lectures, or interviews Verbal comments to strengthen personal connections, recorded by the instructor or peers for one student or a group; class interviews of content or research experts (authors, librarians, faculty)
Visual Applications Organized and archived photos, videos, Web shots, or other images Visual materials to prompt, inform, illustrate texts, or add to presentation software
Course Resources Public social-network page, department Web page, program resources, library Web site, open-source materials, online writing lab (OWL), Web pages Opportunities for building a supportive online academic group and accessing recommended course resources
Table : Common Interactive Online Options

Learning by Doing Making Personal Rules

Learning by Doingimage Making Personal Rules

Using brainstorming or mapping, develop the list of rules only you know that you need—rules to bring out your best as an online student or writer. For example, do you need a personal “rule” about checking for your USB drive, card, or portable hard drive after every computer session on campus so you don’t lose your work? Or do you need a “rule” about backing up files? List your rules in an e-mail message to yourself. Then sum up the most important points, using your software’s word count tool to limit this statement to the 140 characters allowed by Twitter for a tweet. If you wish, also note your “rules” in your cell phone notepad for quick reference along with your online course PIN number, if needed. Return to standard English—correct grammar, punctuation, capitalization, and complete words, not abbreviations—for material submitted to your instructor.