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Part I Getting ready for online study
1
1 What is different about online study?
3
2 Preparing for online study
21
Part II Studying online
43
3 Reading online
45
4 Online notetaking
63
5 Using study forums
90
6 Using video
111
7 Effective online collaboration
134
8 Coping with online presentations
147
9 Coping with online assessment
169
vi Contents
Part III Coping online
193
10 Avoiding distractions
195
11 Online well-being
210
Useful resources
225
Index
227
Illustrations
FIGURES
3.1 How a reader’s eyes move around a page
50
3.2 Reading material curated within Evernote
60
4.1 Te basic layout for Cornell Notes
65
4.2 A set of notes for students to annotate
67
4.3 An annotated set of notes
67
4.4 A sample mind map
68
4.5 A concept map
70
4.6 A matrix note
71
4.7 A word processor outline in Microsoft Word
81
5.1 An RSS reader can collect together a range of
sources of information, including forum posts
108
6.1 Words alone are more challenging to understand
than words with pictures
117
6.2 Resolutions and numbers of pixels for diferent
webcams
121
6.3 A typical three-point lighting setup
124
7.1 A Kanban-style progress checker
143
10.1 An example of time blocking
200
TABLES
2.1 Desktop or laptop?
33
3.1 Diferences between reading in print and online
50
5.1 Diferences between formatting text in a word
processor and in a wiki
101
8.1 Impact of exercise on ratings of nervousness before
and after presenting
152
Acknowledgements
Like all books, this one hasn’t been possible without the support
of other people. First, I want to thank all my students who have
inspired me to write this book. I would like to thank them for
sharing their difculties with online studies and for being so hon-
est about what works and does not work for them. Teir ques-
tions and ideas have been very helpful indeed. My colleagues at
the University of Buckingham and the Open University have also
helped me with ideas and supported me throughout the writing of
this book, so they deserve a thank you too. Tree people in partic-
ular provided support for my idea before I’d even started writing.
Tese are Tim Durkin, Dr Lynda Shaw, and Jela Webb, who all
provided encouragement. I would also like to thank Professor Ni-
gel Adams, who introduced me to the team at Routledge. Finally,
I am very grateful to my editors at Routledge, Sue Cope, Sarah
Hyde and Zoe Tomson, who have been a tremendous support,
as has Akshara Dafre, Editorial Assistant.
Introduction
Te number of students taking online courses is dramatically in-
creasing. In 2004 only 15 per cent of students took any form of an
online class; in 2020, that rose to almost 100 per cent. Te COVID
pandemic forced almost all universities and colleges to teach ex-
clusively online. Students had to cope with an entirely new way of
learning that most had not previously encountered. Tey had to
adapt quickly, and for many, it was a struggle. I spoke with several
students who were fnding it difcult to make the transfer from
face-to-face learning to online studies. It was my discussions with
these students that triggered the initial idea for this book.
Now, with universities returning to face-to-face lectures, they have
still retained a considerable amount of online teaching. Using the
Internet to deliver classes has several advantages for universities
and students alike. Students can learn at their own pace, while
universities can deliver classes to larger groups of individuals.
With online teaching, lecturers can be more creative and make
the delivery more engaging than face-to-face classes. In turn, this
increases the involvement of students who become more inter-
ested and motivated as a result.
However, studying online is diferent to classroom study. College
and university students who are not on campus, but learning via
the Internet, need to be more self-disciplined and self-motivated.
Tey have to be more organised, cope with more distractions and
be fexible in their communications with other students. Tese
are skills that are not required to the same degree in traditional,
in-person study situations.
Tis book explores what those studying online need to do so that
they can genuinely beneft from being distance learners.
Studying
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