Studying Online;Succeeding through Distance Learning at University

Set up a forum routine.
Put regular slots in your timetable for 
taking part in forums. That way, you will not forget to take part, 
and the regularity of reading forums will help you gain conf-
dence in participation. 

 REFERENCES 
Berk, L.E. (2000) 
Child Development
, 5th edn. Boston, MA: Allyn and 
Bacon. 
Bertram, C. (2004) ‘“Students Doing It for Temselves”: Te Role of Infor-
mal Study Groups in a Mixed Mode Teacher Education Programme’, 
South African Journal of Higher Education
, 17(2), pp. 218–225. 
Hirschel, R. (2012) ‘Moodle: Students’ Perspectives on Forums, Glossa-
ries and Quizzes’, 
Te JALT CALL Journal,
74(8), pp. 95–112. 
Kear, K., Woodthorpe, J., Robertson, S. and Hutchison, M. (2010) ‘From 
Forums to Wikis: Perspectives on Tools for Collaboration’, 
Te Inter-
net and Higher Education
, 13(4), pp. 218–225. 
Kent, M. (2016) ‘Adding to the Mix: Students Use of Facebook Groups 
and Blackboard Discussion Forums in Higher Education’, 
Knowledge 
Management & E-Learning
, 8(3), pp. 444–463. 
Leuf, B. and Cunningham, W. (2001) 
Te Wiki Way: Quick Collaboration 
on the Web
. Boston, MA: Addison-Wesley. 
Sakariassen, H. and Meijer, I.C. (2021) ‘Why so Quiet? Exploring Inhibi-
tion in Digital Public Spaces’, 
European Journal of Communication
, 
p. 02673231211017346. 
Topping, K., Buchs, C., Duran, D. and van Keer, H. (2017) 
Efective Peer 
Learning
. Abingdon: Routledge. 

---

110 Studying online 
Wikipedia (2021) ‘Etiquette’. Wikipedia. Available at: https://en.wikipe 
dia.org/wiki/Wikipedia:Etiquette (Accessed: 26 September 2021). 
Yang, Y.-T.C., Newby, T.J. and Bill, R.L. (2005) ‘Using Socratic Ques-
tioning to Promote Critical Tinking Skills through Asynchronous 
Discussion Forums in Distance Learning Environments’, 
American 
Journal of Distance Education
, 19(3), pp. 163–181. 

---

6
 
Using video 
Tere is little doubt that it is the availability of web-based video 
that has been the trigger for so much online teaching. Online vid-
eo has been technically available since the mid-1990s. One of the 
frst websites to host video was called Newgrounds, which was 
launched in 1995. However, at that time, few people had sufcient 
bandwidth to watch video, and speeds were very low. It wasn’t 
until broadband started to expand in 2005 that it was possible for 
many people to watch online video. Tat was the year that saw the 
birth of YouTube in San Francisco when three ex-PayPal employ-
ees got together to start the service, which they sold to Google a 
year or so later. However, it wasn’t until 2014 that online video 
really took of when a new encoding format known as HTML5 be-
came widespread. Before that, for instance, “live streaming” was 
complex and cumbersome. It also meant that video conferencing 
often required specialist equipment and costly services to man-
age the vast amounts of data. With HTML5, increased broadband 
speeds, and the ability to run video live within web pages, it fnally 
became possible for almost anyone to create high-quality video 
presentations. It also meant that web-based video conferencing 
became possible. Tese two advances together made online edu-
cation feasible. However, the relatively recent availability of online 
DOI: 10.4324/9781003259695-8 

---