The Benefits of Online Ed for Disabled Students

"Limitations only go so far."
— Robert M. Hensel

Although every student should carefully weigh the benefits and considerations of online learning, web-based courses can offer disabled students some additional perks, most notably the convenience and flexibility to accommodate individual needs.
Disabled students comprise a larger percentage of the U.S. population that most people realize. According to a recent study conducted by the Disability and Information Technologies (Dis-IT) Research Alliance, 49 million Americans (or 16% of the overall population) identify themselves as disabled; the most commonly reported disabilities included learning disabilities (42% of respondents), mobility impairments (23%), ADD or ADHD (20%), psychological or psychiatric conditions (16%), and health- and medical-related impairments (15%). And based on data from the Social Security Administration, CNN Money reports the number of disabled U.S. citizens is continuing to rise. The number of Americans with little or no previous employment who filed disability claims has risen nearly 30% over the last decade, while the number of disability claimants who have held steady careers rose 44% during the same period. There are several reasons for this steady climb, including the recent economic recession, an aging baby boomer population, and advances in technology that can identify disabilities more easily.

Convenience

As Justin O’Sullivan, Associate Director of Disability Services at Kaplan University Online stated in a personal interview, "Because online learning provides convenient access for distance learners and is typically more flexible than your traditional brick-and-mortar institution, students with disabilities who may have required accommodations at fixed-facility schools may, in turn, find an online learning format permits them the opportunity to study without special arrangements." But exactly how is e-learning more convenient than traditional learning?
For starters, online university students do not have to manage travel and transportation issues because online classes may be taken from the convenience of one’s own home. Physical facilities, on the other hand, can be tricky. Although colleges and universities typically meet the requirement to provide fully accessible facilities and necessary accommodations, it can still be awkward for some disabled students to navigate between buildings, down hallways, and through classroom doorways. Even schools with the best intentions may not make certain physical accommodations immediately available. For example, if a student needs an oversized monitor or keyboard, the disability and accommodation must be documented with the school’s Disability Services Office; this process may involve a lot of paperwork and red tape. The timeframe for this to happen also depends on the prioritization of needs, budgets, and personnel; the accommodation may not happen as quickly as the student or the institution would like.
On the other hand, disabled students taking classes online can set up their own home office area to match individual needs and preferences. This will serve them well as they progress along their education and career ladder; online learning via the home office can save money in the long run with regard to transportation costs, and the student will likely be able to use the home office throughout his or her career. Likewise, other daily incidental costs like food and clothing may be reduced; tax deductions may be available that can offset the cost of any needed home accommodations.

Flexibility

In addition to the convenience, online learning offers students with disabilities some benefits in terms of flexibility that may not be as readily available in a F2F delivery format. Online courses are increasingly developed with Universal Design for Learning (UDL) standards. This means the information for the course will be presented in multiple ways. In an online class, for example, a reading assignment may already be available in regular text (e.g., as a .pdf file) and as an audio file (e.g., MP3). This automatically gives all students the flexibility of reading or hearing the information, saving it for use with assistive learning software like ZoomText, reviewing the file as often as needed, and converting it into study notes. Generally, online courses are much less dependent on lectures than F2F classes and increasingly involve more interaction with media like visuals, graphics, and closed-captioned videos.
Similarly, online students often have the flexibility to be engaged in the course, to express themselves, and to interact with classmates and/or the professor using a variety of means. For instance, if it is more feasible for you to reply to your professor or classmates with an audio file than a typed response, this is usually possible in an online course. Additionally, online classes typically make more use of assignments and activities built upon one another to result in a large project by the end of the term/semester (a system known as "scaffolding), which provides more flexibility and freedom for managing your time to work on the big project. They also enable adaptive learning techniques, which allow students to complete activities and meet course objectives largely at their own pace and ability level. For example, in a composition class, students may be required to complete a grammar diagnostic by the end of the term. After students take it for the first time, the test may automatically direct students to additional practice sites to address any weaknesses that are identified. Students will be able to take as much time as they need to reach the required level of competency. This is especially helpful for students who may require additional time to complete assignments.
In a personal interview, Nancy Dimitri, a retired federal government employee who is hearing impaired, shared that she enjoyed the UDL options computer-based training gave her during her employment. She mentioned the class contained captions and a test that allowed her to measure her progress. She added that she also enjoyed the "ability to print out what was taught and said online." Prior to this, disabled employees had to rely on reading handbooks and the kindness of others for learning.
In addition, online courses are known as a great "leveler," meaning typically no one sees anyone else or knows anything about them other than what participants choose to share. This allows disabled learners to succesfully remain anonymous about any disability they may have if they so choose. Also, because online courses are naturally and increasingly developed with the concept of Universal Design for Learning (UDL), many accommodations are already met for the benefit of all learners. Therefore, there is rarely a need for a disabled student to feel compelled to disclose to classmates. Instead the focus is on building an online community of learners who work together toward a common goal.

Continued Benefits

Keep in mind that online learning provides the above benefits for a lifetime of learning that can lead to personal and professional advancement. As Dr. B.G. Barrett pointed out, the unemployment rate among persons with disabilities continues to remain at more than four times that of the general population in spite of the fact that the majority want to work. "However," Barrett said, "one way of changing these employment figures may be the use of technology and how it is offered and facilitated with people with disabilities."
Online education helps to alleviate this discrepancy by increasing technical fluency, which is one of the top skills employers look for in job candidates. In fact, online learning allows students to leave college with documentation that they have many of the top soft skills employers desire. Experience with learning online could also lead to telecommuting and remote work opportunities as potential employers will feel more confident that you can work this way because you’ve already been doing it successfully as a student.

Funding Opportunities

To fund your education, check first with the Financial Aid and Disability Services Offices at your university of choice. Ask not only about tuition assistance, but also about financial aid for any necessary accommodations for educational use. If you are employed, check with your employer for educational assistance programs, especially if your educational goals or the assistive/adaptive technology is directly related to your job. Ask for deals on software, equipment, and furniture locally and online. For example, Adaptech Research Network offers a "Database of Free & Inexpensive Computer Technologies" and a list of links to free video demonstrations under the "Downloads" link. Other sites offer discounted technology for those in education.
Debra Hart at the Institute for Community Inclusion suggested that students explore these additional sources for funding:

• Vocational Rehabilitation (VR). If a student’s coursework is directly related to accessing employment, state VR funds might be used. Additionally, some VR agencies may offer a tuition waiver for eligible students.
• Family funds. College options can be paid for by students’ families. Students without a standard high school diploma are not eligible to apply for financial aid, nor can their families use college savings or 529 plans to pay tuition and fees.
• Other rehabilitation organizations. State developmental disability departments may provide funding to assist a student with intellectual disabilities to access post secondary education.
• Scholarships. Foundations or organizations can give scholarships to students enrolling in university regardless of their financial or disability status, providing that the student meets other requirements. Individual universities also award annual scholarships based on demonstrated financial need.
• AmeriCorps programs. Funded by the Corporation for National and Community Service, these programs provide an education award or stipend to participants who volunteer for one or two years [with the organization].
• Plans for Achieving Self-Support (PASS Plans). PASS Plans were developed by the Social Security Administration as an incentive to encourage individuals who receive Supplemental Security Income (SSI) or Supplemental Security Disability Income (SSDI) to enter the workforce. This plan allows an individual to work and save money without being penalized with a deduction from their SSI or SSDI check. There are restrictions on how the saved money can be used, but university tuition and fees would be permissible if they are shown to relate to a career goal.

Recommendations

• Check out what other students with disabilities are saying about post secondary education and e-learning and build a support system for yourself and others with disabilities.
• Although some schools are seeing a decrease in disclosure, students with disabilities should not hesitate to disclose and apply for any needed accommodations. Universities abide by strict guidelines and laws on the sharing of such information. Other students in the class don’t need to know about any disability you may have, but don’t lose out on possible resources by not disclosing to Disability Services.
• Reach out to Technical Support at your chosen school to discuss needs and available support. You should ask about the latest assistive/adaptive technology that you will require.
• Similarly to Technical Support, reach out to your professor before the start of each class. If you have a documented disability or you wish to disclose this to your instructor, faculty members can be very helpful in assisting you. Technology is moving so quickly that sometimes the educational technology moves forward faster than the assistive/adaptive technology to accommodate students. If this situation arises, make your professor and Disability Services aware of the situation so they can rectify it as soon as possible. Be patient in these unforeseen circumstances, as sometimes it’s not realized that there is a need until someone points it out. Universities will work with students to find solutions, and students will not be penalized in such situations.

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The Practice of Participation in an Online Course

"A single conversation across the table with a wise man is better than ten years mere study of books."
— Henry Wadsworth Longfellow

Participation refers to the ways students are engaged in the learning process and includes almost everything you do for a class. It could be said that all learning requires the active engagement or involvement of the student, as "optimum class management and effectiveness depends on students being actively engaged, supportive of each other, and civil in their exchanges." Furthermore, some online faculty members use the word ‘contribution’ instead, and this helps to clarify the term further, as ‘contribution’ more directly sets guidelines on what is expected, such as whether your involvement in the class show you have truly completed the assigned readings, shared what you learned from them, and demonstrated understanding and application of the concepts in a project or paper.
The National Survey of Student Engagement (NSSE Studies) shows that "student success is directly linked to student involvement." Participation is also one of the key ways a professor can assess learning. "Requiring students’ participation in the online discussion through regular contributions is a way to determine if students are keeping pace with the ongoing learning activities," the report stated, and "their commitment with the learning community, and their necessary involvement with course content." Therefore, it is in your best interest to take participation seriously in your online courses specifically and in your education generally.

Ways to Participate in an Online Class

One of the greatest benefits of online learning is the multitude of ways to participate. Online courses are known as a great leveler, meaning that no matter who you are — extroverted/introverted, male/female, younger/older, traditional/non-traditional student, etc. — there are ways to participate based on your preferences and without the fears that can arise in face-to-face (F2F) classrooms. Here’s a list of typical ways you may be expected in an online class:

• Assignments. Be sure to complete readings and other assigned activities. These will give you a firm basis for the course content and allow you to be a fully informed participant.
• Discussion Boards. Just like F2F classes, online courses feature frequent class discussions within what is typically referred to as a "discussion board" (Db) (See the sample here). The professor will post an original question based on an aspect of the course content and/or its application; each student will be expected to post a response to that original prompt. Then, students will read and reply to the posts of classmates; replying to at least two classmates is a typical requirement, but you are often welcomed and encouraged to reply to more. The discussions are usually asynchronous, meaning they are not held in real time, instead being open for a set period for completion, so look for this information carefully.
• Seminars. Some online classes have regular synchronous (real time) seminars. These may involve audio, video, and/or chat features (audio, webinars, adobe, etc.). You will log into an online learning site (e.g., Blackboard, eCollege, or Adobe Connect), and you may be able to see the other participants, hear them speak, and type in an "instant message" chat window. Check this link to see and experiment with an Adobe Connect room: Many online learning systems operate in a similar way.
• Chats. Some faculty may also set up "chat" areas where students can participate in synchronous or asynchronous conversations. Often these are considered "lower stakes" activities that are either ungraded or receive a minimal amount of points if you just participate. Even though these may not be worth the points of a large paper or project, don’t overlook them. Chats can be a great place to network with other students and your professors, to brainstorm ideas for those larger projects, or to get help as needed.
• Blogs. Blogs are a discussion led by an individual who focuses on writing and sharing information about a specific topic. Then, others are welcome to post responses to what is shared. The writing style is more informal than on discussion boards, and the posts are more concise as well. Faculty use blogs in online classes for a variety of purposes — there may be a blog set up for your specific course or section that is led by the professor who may share tips for the class or information about the subject. Other students and interested individuals may also take part in the discussion. Some courses may require you to create your own blog; composition and communication courses, for example, sometimes use blogs as a way to provide students with practice writing about a specified topic.
• Office hours. Check your syllabus to see when and how your professors hold office hours. If your online courses are associated with a ground campus, your professor probably will post F2F office hours. As an online university student, you should still take advantage of the opportunity to meet with your professor in person as needed. In fact, it doesn’t hurt to stop by and introduce yourself at the beginning of the class. Many professors also hold "virtual office hours" that may be hosted within the online learning system (e.g., Blackboard has an "office hours" feature), in AIM (or another instant messaging service), and/or by video chat (in Skype or Adobe Connect). Whatever the means your professor uses for office hours, it would be helpful to participate in them.
• Q & As. Many online courses will have a "Question & Answer" area where you and other students may post questions about the course. It should be kept in mind that this is not the place to post private concerns like a question about your grade; rather, this is a place to post a public question about the course, assignments, or class topics. Class instructors usually check the Q&As every 24 hours during the week and at least once over the weekend. Other students may also provide responses, making it an excellent area to participate in to get a quick answer to a question or to just show your professor you are truly interested in the course and its content.
• Labs. Some online courses may have online "labs" where students either receive a prepackaged set of materials (e.g., some rock samples for a Geology course) that they work with on their own and without synchronous support from the instructor or a link to view or work with the materials online (e.g., an instructor’s Jing video). Whichever method the course uses, be sure to take part fully in the activity, taking time to record and share your observations and interpretations with classmates and the instructor.
• Study groups. Your school may offer the opportunity to set up a study group, and it’s also not uncommon for online students to set up their own Facebook page for the course. Other students may join, and studying may be done by means of the status update, messaging, and other available features. As Facebook and Skype are joining forces, this would be a great way to include video conferencing in your virtual study sessions.

Participation Will Help You Get the Most Out of Your Online Experience

Participating in an online class will not only help you to get better grades, but it can benefit your overall online experience as well. For example, it allows you to network. Whether you do this in person or virtually, don’t be shy about networking with professors and other students. Chances are good that some of these individuals will make an excellent part of your support team as you climb the educational/career ladder and that you will be a valuable resource for some of them. Participation should not be seen as just an assigned activity within the confines of a course. Instead, view it with a larger focus of advancing your opportunities and helping others to reach their goals, too.
In addition, participating regularly will help you take advantage of your university’s excellent F2F and online resources. Check out your university’s writing, math, and science centers; participate in any tutoring, workshops, or other resources they may offer. Check out the library for similar programs they make available to students. Most will have an orientation available F2F and online, one-on-one research help with a librarian, or even tutorials on various software and learning systems needed for a class. You can also consider joining clubs and organizations. There are organizations for online students, and many of these serve as professional networking groups. Others are also for fun; Theta Omega Gamma, for instance, is a fraternity just for online university students. If, by chance, your school doesn’t have any organizations listed, consider starting one. Often, all it takes is a few interested students to start an organization for online learners.
Try to participate before the posted deadline and be sure to save a screen shot or copy as back up. Do review the syllabus, directions, and rubrics carefully for how participation is evaluated; then, make sure to meet the instructor’s expectations. Engagement is key for student success inside and outside of the classroom, so take advantage of the opportunities presented to you to be fully engaged in your own education.

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Communication 101: How to Make a Well-Thought-Out Point Online

"The newest computer can merely compound, at speed, the oldest problem in the relations between human beings, and in the end the communicator will be confronted with the old problem, of what to say and how to say it."
— Edward R. Murrow

Some things never change. What you say and how you say it defines you in an on-campus class, and this is even truer in an online class because all you have to show for yourself are your words. Though video communication is now easier and more widespread, text and words will be always be predominant because they are so efficient if used properly in expressing an idea. All modern electronic media, from film, to radio, to television, to games, begins with someone sitting down and writing words, which are then translated for various media. First impressions are lasting, and as an online student most first impressions are made in a chat session, on Twitter, Facebook, or email — so the words you choose are even more important.

The Classroom Online

You can see that most online classroom tools are used for sharing words.

• Email. This is a direct descendant of the hand written letter and is the most direct way to contact a professor or fellow classmate online.
• Live. This is part of the online class in eCollege and is a combination of video chat, text chat and shared desktops. This allows students to effectively collaborate on group assignments, or even just meet for study sessions.
• Discussion forums. Also called message boards, these are threaded discussions for posting and responding to supported points of view. The majority of online universities use these forums as a way to encourage conversation about class topics, which in turn will deepen student understanding or at least provide them with an alternative way to look at a subject. Some professors use the forum as a way to monitor student class participation, mandating that each learner begin a discussion or contribute to one a set number of times each week.
• Doc Sharing and Dropbox. These are about sharing more formal written documents often following style sheets such as APA or MLA. This allows for students to turn in their assignments and for instructors to return assignments to them. Some schools may even allow students to do peer-editing for essay projects through these tools.
• Journal/Blogs. These are a format that crosses formal writing with less formal email. These tools allow students to post about whatever class topic is on their mind, and provides other classmates with a way to comment on their blog or journal posts for further conversation.
• Webliography. This is an adaption by eCollege of the traditional bibliography, but for the web. It’s is a space shared by teacher and student for outside resources.

As a college student, you are expected to think and communicate in a particular formal fashion. In almost all cases, your classes will have grading rubrics to guide you in how formal your writing is expected to be. Below is an example of instructions that might be given for an assignment along with a rubric that helps calculate your grade and shows area of strength and weakness.
Write your article and save it as Case_Study_lastname_firstinitial.doc. Follow APA guidelines to write the article and cite any sources. Submit the article to the Dropbox by Friday, Jan 1, 2011.

By Sunday, Jan 3, 2011, constructively comment in the Discussion Area on the answers submitted by your peers.

Assignment 1 Grading Criteria	Maximum Points
Stated what aspects of the case study were successful.	10
Stated what aspects of the case study were unsuccessful.	10
Stated the main ideas relating to strategy that can be extracted from this case study.	10
Stated how the material learned in this week’s lectures applies to the case study.	15
Commented on the article in a substantive fashion by asking a probing question, providing a point of view with citations, challenge points in the article, or point out relationship.	10
Followed APA guidelines and cite any sources.	5
Total:	60

Email and discussion forums will be less formal than this type of assignment, but you will still be expected to use proper grammar and spelling. A college class on-ground or online is not the place to use emoticons, acronyms, and strange phonetic spelling with your peers and instructors even if you are accustomed to using them with your friends online. So, regardless of the medium, it is a good idea to do all your writing in Microsoft Word or LibreOffice with complete grammar checking and spell checking turned on. Take advantage of the outline mode to turn all of your thoughts into a cohesive piece with reasonable flow. Once your thoughts make sense on the screen, use cut and paste so that your words are error-free in the classroom.
Another important reason to use formal writing online is to prevent someone from misconstruing your thoughts. In an online class, your classmates and teachers may be from a variety of time zones and possibly countries, so culture enters the picture. If a reader is not a native English speaker, they may not have a clue what you mean when you use idioms as simple as "high as a kite" or "can’t cut the mustard." Your words and thoughts are always open to (mis)interpretation.

Common Sense Goes a Long Way to Winning Friends, Influencing People, and Getting an ‘A’

• Don’t say anything online you would be embarrassed to say face to face. Or, as your mother may have said many times, "If you can’t say something nice, don’t say anything at all." Besides, if it is on the Internet anywhere, always anticipate that your words will be read by a wider audience.
• Be forgiving, particularly in the Discussion Forum. The Discussion Forum is the most conversational area of your online classroom. Conversation is about give and take, and good conversation is very improvisational. The basic rule of improv theater is to never deny the other person’s thoughts and actions, and to end each response with an ‘and’ instead of a ‘but.’ Denying stops improvement and conversation, and ‘but’ slows the conversational flow down. Question postings, but question them positively to make the conversation better.
• In discussion forums, you will be posting and responding to other posts. If someone comments or responds to a post or comment of yours, it is only polite to respond and acknowledge the comment. If your instructor asks you a question, he expects an answer. The essence of communications is speaking, listening, thinking, and responding. Online, your postings and responses are your involvement in the class.
• Avoid jargon, idioms, and acronyms, and assume your reader, even your teacher, has no understanding of your topic of conversation. Err on the side of wordy so everything is clearly explained.
• If you can find an outside reader for your paper reports, you can quickly find the areas which are confusing and work on them before posting.
• If you say "I believe" or "in my opinion," you have to follow with the word "because" and provide adequate support to support your belief. You cannot just think and believe in college. You think and believe for a stated logical reason.
• If you didn’t write it, think it, say it, draw it, compose it, or program it, you must cite the original sources. Just because something is available for "free" on the Internet does not mean you do not have to attribute ownership. Citing is called footnoting, and anything less gets you a bad grade and possibly expelled from college. It is easy to do and shows evidence of research, which will impress your instructor and potentially lead to a higher grade.
• Maybe the biggest advantage of online learning is actually having the time to think before you speak or act, so use your time well. When the on-ground instructor asks, "So, what do you think?" she means now. Online, she means you have time to organize your thoughts and present your ideas clearly.

To Recap

Read first, write second, and cite everything you didn’t create yourself. Take the time to think, spell, and grammar check every thing. Be considerate of everyone in the classroom. Try not to ‘deny’ in the discussion forum. Find a friend to proofread all your papers, and in the best of all worlds, see if your instructor is willing to read a draft to get feedback before grading. If you are willing to make the extra effort to write early, most instructors will be more than happy to read a draft.

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The Psychology of Time Management

"I am definitely going to take a course on time management ... just as soon as I can work it into my schedule."
— Louis E. Boone

You’re thinking about taking some or all of your university courses online. It seems easy, right? You can attend when you want, from wherever you want, and however you want. There’s no need to worry about scheduling classes around work or family responsibilities. In fact, you may have even heard that online classes are easier than face-to-face (F2F) courses. It all sounds great — maybe even a bit too good? If you are considering online education, there are some aspects to be considered carefully before you log into your first class.

Be realistic: Online classes are not easier nor will they typically take less time than F2F classes.

If this is your first online class, there may be more of a time commitment because you will also experience a learning curve as you adjust to the online delivery format. You will need to carefully read, think about, and interpret the course materials largely on your own in order to be successful in the course. In a survey of online graduate students, many said that "online courses are more challenging and comprehensive, often requiring more reading and typing than traditional courses."
The work is still there. The traditional recommendation that for every hour in the classroom, two hours should be spent working on the class outside of the classroom is also a good guideline for online courses. Be sure you have scheduled this time into your work and home schedule. As Valerie Dubois Nicholson, an online instructor with St. Francis University stated, "My advice to online university students is to spend a minimum of an hour a day working on homework. Waiting until the end of the week two hours before assignments are due will not work. Online courses involve much more reading and writing as well as interaction with other students in discussion boards."
Most online courses and universities do have attendance or activity requirements. For instance, students must access the course a certain number of times each week by completing a quiz, submitting an assignment, and/or participating in a discussion. If they don’t, they may be automatically withdrawn from the course. Although the bulk of an online class is typically asynchronous, meaning there is no specific time activities must be completed, there are sometimes synchronous activities where students may have to attend a live audio or video discussion via the Internet or occasionally even meet on campus for an introduction to the learning management system (LMS) or a lab. The students in the Payne & Johnson survey "stressed the importance of working consistently to keep up with coursework," estimating they spent "five to twelve hours per week" completing assignments.
Technology is also an important consideration. If you can use email, including knowing how to send attachments, and if you can surf the Internet, you can probably adjust to an LMS. However, you should also make sure your computer system is up-to-date, that your Internet access is better than dial-up, and that your online access is stable. Make sure you have a "Plan B" and even a "Plan C" in case your power or Internet goes out when you want to access your course. Online students often recommend submitting assignments early and asking the instructor for verification of successful receipt to avoid any potential glitches; saving regularly in more than one location and being patient with any technical issues is also helpful.

Be organized: There are ways to make online learning work, and organization is one key.

There is time saved by online learning. You will not have to commute to a campus or be in a classroom at a specific time each week. The flexibility in the schedule does not reduce the total hours needed to complete everything; however, it makes your use of time more efficient. Can you do your own homework while making sure your children do theirs? Many online students also find great satisfaction in being a good role model for their children.
The moment you gain access to your online class, download and print the syllabus and course calendar. Immediately put all important dates, like assignment deadlines, into your calendar. It helps to post this above your computer where you can cross off items as they are completed. Next, review the course by clicking on all areas of the class site to see what is there and what resources are available. Print out and email to yourself all important contact information, especially your professor’s, your classmates, and the number for technical support.
Schedule appointments with yourself that are dedicated to class work. Choose a time when there are typically less demands on you, when support from family or friends may be available, and as online student Alexandra Keathley suggests, "when you feel inspired to do it." Research indicates there is a clear connection between designating a specific time to do coursework and the grades online university students receive. Once you’ve chosen a class time, create a dedicated workspace for your computer and all of your course materials. For most, this is a home office area. On the other hand, if you are truly more comfortable and productive stretched out on the couch with your laptop, this is fine as well. The key is to have everything needed for your class in one place for easy and efficient access.
Prioritize. As you think about all the responsibilities you have, focus on the most important first. At times, sacrifices and adjustments will have to be made, so be flexible. The number of hours a student works and the amount of family responsibilities a student may have seem to affect how successful students are in an online course to a lesser degree than how students manage and prioritize their time and duties.

Be aware: What resources exist in your family, work, and school to help you?

Can you enlist family members or friends to take over some of your responsibilities at various points in the course or even for the duration of it so that you can focus on your class(es)? If family members know why a student is pursuing a degree and ‘buy in’ to it, then they may be more understanding of the new schedule. In addition, have any family members, friends, or co-workers attended college or taken online courses? Do they have any advice? Could they be called upon for help as needed? Think about your work circle as well. Does your employer offer any down time or financial aid for employees seeking additional education?
What resources does your university have to help you? Be willing to reach out to your professor, other students, student services, tutoring/learning centers, the library, etc. when you need assistance. Many of the individuals in this area either are or have been college students in your same position before, so they are frequently a great source of help and relief. They have often heard the same questions repeatedly and may have resources readily available; some schools even have a library dedicated to online students. Contact your school to see what options exist and choose the one that is best for you. Can you attend part-time instead of full-time? Is there a program specifically designed for working adults with families?

Tips for Time Management

Everyone has different strategies for completing tasks on time and effectively managing their daily schedules. Here are some ‘tried-and-true’ techniques for time management that online college students can use.

• Prepare a daily schedule: Many people find it easier to stick to a timetable if they designate deadlines, appointments, and other important tasks and commitments on their calendar each morning. According to the Mayo Clinic, you should prioritize your time by scheduling the most important events first.
• Set SMART goals: In this case, SMART stands for "specific, measurable, attainable, realistic, and timely." Take these five factors into consideration for every goal you set, and use your assessment to create a schedule that accurately reflects the required level of commitment.
• Don’t procrastinate: This one seems like a no-brainer, but as Yahoo! Voices contributor Manon Monsall points out, staying on task all the time is difficult for many people. Practice some hardcore self-discipline and remember: successfully completing an assignment will lead to higher levels of satisfaction and self-confidence than if you simply put off your task until later.
• Dissect big assignments: If you’re working on a project, presentation, or other assignment that consists of multiple stages, then you should break it down into individual chunks, says Karen Burns of U.S. News & World Report. This strategy allows you to work piecemeal, rather than taking on a complex task all at once, and you’ll ultimately save time in the long run.
• Give yourself tighter deadlines: If an assignment is due Wednesday at noon, then don’t wait until Wednesday morning to get started. Instead, set your own deadline  — Tuesday at noon, for instance; this will motivate you to complete the task in a timely fashion, while still allowing an entire day to improve on your draft before you submit it.  
• Abbreviate your writing: Entrepreneur Travis Leffen recently penned an article for Forbes in which he encourages people to use shorthand when scribbling notes, recording events on a calendar, and performing other written tasks. "It’s quicker than writing everything out in full," he notes, "and every second counts."
• Learn to focus on the task at hand: Students today — especially those who learn in front of a computer — struggle to concentrate on coursework as their phones ring and emails crowd their in-boxes. Entrepreneur.com contributor Joe Mathews urges you to practice ‘ignoring’ these incoming distractions until your current job or task is completed.
• Don’t sacrifice quality for saved time: Completing a task in half the time allotted may seem like a workday blessing, but the Mayo Clinic advises you to "take the time you need to do a quality job." Otherwise, the time you saved will be wasted if you’re forced to perform the same task again.
• Plan for unexpected events: Just as you should prepare for upcoming appointments, you should also anticipate completely random developments. While actually ‘planning’ for these unforeseen variables is difficult (if not impossible), Mathews says a good strategy is to "schedule time for interruptions"; this way, the unexpected won’t eat away at your daily timetable.
• Make time for personal health: Whether it’s taking a stroll during your lunch break or hitting the gym after work, maintaining good health should be one of your top priorities. Studies have shown people who are in good physical shape not only experience greater levels of happiness, but also tend to focus on their studies better. 

You are your own greatest resource. If you manage a job, a home, and a family, certainly you can jot down the skills this gave you and apply them to your online learning. Several studies have shown that self-discipline can either make or break the online student. Although online learning may not be exactly what you had imagined, keeping the above points in mind can help you be successful personally, educationally, and professionally.

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Technology Literacy I: Lessons for the Online Student

"The real danger is not that computers will begin to think like men, but that men will begin to think like computers."
— Sydney J. Harris

Many people experience doubt or even fear about their ability to successfully complete a course online because of the perception that you need to be a technology expert to meet all the requirements. This is not true. This article aims to help prepare you for success in online university education by outlining the key components of technological literacy that you will need for most programs. Your tech literacy will grow with you as you use these skills in your coursework. Overcoming this fear is the first step in becoming a successful online learner.

Essential Online Learning Knowledge and Skills

There are two main categories of technology knowledge/skills that you should have in order to be a successful participant in virtual learning: computer skills and Internet skills.
Computer skills/knowledge:

• Office Suite
• Digital Media
• Troubleshooting

Internet skills/knowledge:

• Searching
• Information Literacy
• Virtual Learning Systems

Computers & Technological Literacy

1. Office Suite Skills

Unless you are taking an online course within a specific discipline, such as medical record keeping or computer assisted drafting, a sound knowledge of basic office software will enable you to accomplish almost all of the tasks and assignments you will encounter in an online classroom. The most common office software tools that you will want to become familiar with are:

• word processing
• presentation tools
• spreadsheets

Word Processing
Word processors are the cornerstone of any office suite. Like the typewriters of days gone by, word processing programs are versatile tools that allow you to create a variety of different types of text-based document such as:

• reports
• memos
• bills and statements
• newsletters
• flyers
• direct mailings

Unlike typewriters, integrated word processing software allows you to take advantage of the power of a computer to incorporate tables, charts, graphs, images and other design elements into your documents to make them more engaging and interesting. Find out more about word processing, including basic training and advanced tips, at Microsoft.com.
Presentation Software
One of the most common uses of office software is in creating presentations of information for meetings, lectures, or other venues where you need to show a group of people the same materials simultaneously. This is most often accomplished with the use of a digital projector and some sort of presentation software. There are two main strengths of presentation software that distinguish it from word processing software: it functions as a slideshow and can contain multimedia elements, particularly audio and video, which make the presentation more engaging for the audience. This blog post from Lifehacker.com contains some great tips for giving an effective presentation. For specific information about PowerPoint check out the Microsoft Training site or the Boston University Multimedia Language Lab tips for academic PowerPoint use.
Spreadsheets
Spreadsheet programs such as Microsoft’s Excel are powerful and useful. At the most basic level, a spreadsheet is an electronic version of an accounting worksheet. A spreadsheet program functions like having a calculator built in to the paper on which you are keeping your records. It also gives you the ability to generate and display charts and graphs based on the data you have inputted. Visit the Microsoft training site for specific information about using Excel.
Choosing an Office Suite
There are many different ways to gain the benefits of these powerful tools and a variety of commercial and free software options available for use on your computer or via the cloud.

• Microsoft Office
• OpenOffice.org
• Google Docs — Cloud
• Lotus Symphony
• GnomeOffice
• LibreOffice
• Microsoft Office 365 — Cloud
• Microsoft Works

Microsoft Office is the business standard and will likely be what you are required to use for many online programs. However, suites such as Google Docs and OpenOffice are compatible with MS Office documents and can perform almost all of the same functions. You will want to consider several factors before settling on one, including cost, compatibility, and integration.
An office suite such as Microsoft Office can cost between $100 and $500, depending on the version and features. Compared to OpenOffice or Google Docs, which are both free, the choice seems easy until you consider compatibility. If you are working with a group of people who all have MS Office, you will save them and yourself some time and headaches by using the same product. Working across multiple suites will require file conversion or saving documents as non-default file types. While this is not a complicated process, it can affect formatting of documents from one person to another so that a document you think is perfectly laid out may not appear quite so polished on someone else’s computer.

2. Digital Media

There is a very real expectation in many distance learning programs (and in higher education in general) that students will be able to utilize advanced media production tools to convey their ideas not only through text, but also using audio/visual media. Some of the most common ways in which multimedia is being incorporated into online classrooms are:

• creating e-portfolios
• watching and producing online videos
• listening to and producing audio Podcasts
• creating interactive websites
• watching or creating computer animation
• playing multiplayer simulations and games
• reading and producing online texts
• conducting research utilizing augmented reality
• attending a lecture in a virtual world

You may be expected to participate in a virtual lecture in SecondLife, conduct field research on marketing strategies using augmented reality, or team up with your classmates in World of Warcraft to study virtual economies. The changing model of education relies on rich media to engage students in creating knowledge for themselves rather than simply reading and absorbing information, so you should be prepared to embrace this new paradigm for learning.

3. Troubleshooting

At some point in your online learning experience, you will encounter technical difficulties. This is the nature of technology. It is useful to understand some basic facts about how computers work and what makes them run so you will be able to troubleshoot your own problems or seek expert help when they arise. There are two distinct parts to understand here: the hardware, or the physical technology itself, and the operating system, or the software that manages what the machine does.
In terms of hardware, you don’t need to be an engineer to understand the basics. You just need to know the parts and how they work together. This way, if you do encounter a problem, you will have some idea what part of the machine might be affected and be able to talk to a repair technician in a way that will best help them solve your problem (or better yet, be able to search for solutions online yourself!) A great place to start is with this article from HowStuffWorks.com, which explains how PCs work.
Operating systems (OS) are a bit more complex because there are many options available. The most common are Windows XP, Vista, or 7, and the Macintosh OS X series which run on PCs and Apple computers, respectively. Beyond these, there are several less common operating systems such as Linux, Google Chrome, and Android. It is important to understand the basic functions of an OS for the same reasons it is important to understand how a computer works — to be able to begin troubleshooting any problems you may encounter and effectively find a solution. Check out HowStuffWorks.com for more detail about how an OS functions and manages the computer.

Information & Web Literacy

There is currently more information available on the Internet than there was in print 50 years ago. There are literally millions upon millions of Web pages, and not all of them are accurate or useful. As a student in an online class, you will need to know how to search for information on the Web and how to evaluate the information you find.

1. Web Navigation/Searching for Information

Web navigation is relatively straightforward given the incredible number of pages to choose from — enter the URL in the address bar or search terms in a search engine and choose from the pages listed. This simple task becomes more complex when you begin looking for specific information within an academic context.
You may already be familiar with the most common search engines, such as Google, Yahoo, and Bing. In addition to these, however, there are hundreds of others available for more specialized searches such as:

• Google Scholar — academic resources
• Lexis Nexis — business information
• WebMD — health information
• LawCrawler — legal information

Wikipedia has a comprehensive list of search engines designed to locate specific types of information. When you are using any of these search engines, be as specific and accurate as you can when typing your search terms since you will get the optimal results if you are accurate and specific in your inquiry.

2. Evaluating Online Information

After conducting a search query, the most relevant results should be the first ones you see. To be sure you are looking at results which are relevant, read the brief description of each of the top 5-10 results before you select one. Once you have navigated to a page, you will want to evaluate the information on that page in more detail. The University of Pennsylvania library site contains an excellent tutorial for evaluating Web-based information. This site will help you understand how to evaluate the information for authority, accuracy, bias, currency, and coverage.

Learning Management Systems

The cornerstone of any online course that you take will be a virtual learning environment (LMS) or course management system. A LMS is a collection of tools and resources that support online learning. The most common ones are Blackboard and Moodle. LMSs allow an online instructor to manage all or almost all aspects of an e-learning course using a single interface in a password protected, secure site. The most common tools and uses of LMSs are:

• course content delivery (syllabus, readings, videos, etc.)
• communication (email and discussions)
• digital drop box (turning in and receiving feedback on assignments)
• facilitating group work
• evaluation (quizzes and grade books)
• collaborative learning (wikis, blogs, etc.)

If you do not know exactly which LMS you will use in an online course, you can familiarize yourself with the two most common ones. Blackboard maintains an On Demand Learning Center for Students, which provides videos explaining the features of the system and how to use them. Moodle.org has a page of text-based tutorial information for students, and there are many video tutorials available online such as these created by Tougaloo College in Mississippi.

Final Thoughts

If you are concerned about a particular tool, there are countless resources available on the Web to help. What often works best is to try to do something personally meaningful with the software and find an online written or video tutorial that teaches you how. YouTube or Vimeo are great places to start looking for video tutorials for almost any software you could want to learn about. In this way you will accomplish something you want to do and learn the basics of the program at the same time.
Take some time to learn the basics outlined above and new worlds of possibility will be opened to you through the content of the classes you take, the technology that you will encounter and the skills you will cultivate along the way. Most importantly, embrace the fun and excitement of learning something new.

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The Economics of Your Education

"Any informed borrower is simply less vulnerable to fraud and abuse."
— Alan Greenspan

The decision to attend a university, either online or at a traditional brick-and-mortar campus, is life-changing. You have taken control of your future by deciding to improve your skills, develop your intellect, and challenge yourself to achieve great success.
Unfortunately, the overwhelming amount of work you have to do to get into a college and then figure out how to pay for it can put a damper on this new phase of your life. But you do not need to feel overwhelmed because there are as many resources that can help you answer all your questions. There are more ways to find funding for your college education than ever before, but before you take advantage of these avenues, it’s a good idea to establish a basic understanding of the financial aid process.
The most important thing to know about college costs is that you don’t have to be a millionaire to go to college, nor do you need wealthy parents to fund your education. Even though there are many sites that will provide you with an "average" cost of a college education in America today, you must remember that there really is no standard figure. It all depends on which college you decide to attend and how much you are willing and able to pay.
Some students choose very expensive colleges, hoping that the school’s reputation and the connections they make there will help them land higher paying jobs when they complete their degree. Others need to pay more attention to the cost now, rather than any potential payoff in the future. The truth is that you can get a great college education at any size or cost college — it all depends on what you put into your education through your work, internships, and networking.
These are the steps anyone considering college must take to organize the process and put together all the materials necessary to successfully secure a college-funding package.

Gather Basic Financial Information

Gather your personal income tax information for the past year as well as your parents’ tax information if they are going to be contributing toward the costs of your education. This information is important because it helps the federal government and the colleges you want to attend to determine what kinds of financial aid you might be eligible to receive. Afterwards, fill out the Free Application for Federal Financial Aid (FAFSA) form. This is a free application from the Federal Student Aid office of the United States Department of Education, which administers federal grants, low-interest student loans guaranteed by the federal government, and work-study programs.
The FAFSA will be accessed by all the schools you apply to, so it’s a one-stop shop that saves you time and prevents you from having to fill out more financial forms with each college. Every student, no matter what their financial background, should fill this out. There are different deadlines based on your location and school year, and because financial aid is often on a "first-come, first-served basis," if you miss the deadlines, you might find yourself without enough funding to enroll.
Think about your potential career after college and how much you might earn every year. This will give you a ballpark figure of how much money you can afford to pay in student loan repayment, in addition to living expenses. Chances are that you will need to take out student loans even if you qualify for Pell Grants or other forms of aid.

Research Different Kinds of Financial Aid

• Scholarships. Most scholarships are private sources of funds offered by universities, alumni who have a special interest in a specific kind of academic program, and by private organizations based on criteria such as ethnicity, location, area of study, academic skill level, etc. For example, there is a scholarship for tall people, one for short students named after the well-known actor Billy Barty, scholarships for Star Trek fans, and even one sponsored by the National Potato Industry. Scholarships are a prized form of aid, because they do not have to be paid back. Most colleges offer assistance in locating scholarships, but you can also search online at a site such as Scholarship.com, or ask your local librarian for help.
• Grants. Usually awarded on the basis of financial need (which is why you need to have your tax information available), grants do not need to be paid back. The most well-known grants are Pell Grants awarded by the federal government, but there are many other grants available. Check out the College Grants Database to find grants you might qualify for according to field of study, gender, ethnicity and many other categories.
• Federal Loans. Loans are a contract between you and a lending agency, and must be repaid when you leave college, even if you have not completed a degree. Federal Loan programs are secured by the federal government and usually offer low interest rates and longer repayment terms. Types of federal loans include the Federal Perkins Loan, Direct Stafford Loans, and PLUS Loans that can be taken out by parents. One important thing to remember about loans is that eligibility is not limited to two- and four- year university students. Students at trade and technical schools are also eligible for federal student loans.
• Private Education Loans. Also known as "alternative loans," these are offered by private financial institutions and are based on your credit standing. These loans often have higher interest rates than federal loans, and they should only be used when you have exhausted all other forms of financial aid. Usually, students take out private loans to cover any costs remaining that cannot be paid for by other sources of aid.

Complete Your Financial Aid Picture

Now that you have a big picture of how to get started, it’s time to make the best financial decision for your future. Contact the Financial Aid Offices at Your Chosen Schools. Speak directly with financial aid officers at the universities you’ve chosen to investigate further, and find out if any of these schools offer special scholarships in the different programs, in the Honors program, or through local or alumni associations.
Create a cost comparison chart that includes all the information on the schools you examine, to give you a snapshot of all your data. Remember to include in your comparison chart costs that are not included in tuition, such as textbooks, lab materials, commuting costs, room and board if you decide to live on campus, or rent if you plan on living off campus or have to move to a new location to attend school. CollegeBoard.com offers a useful list of university costs to consider in your calculations.
Determine if you need a private loan or not. You may need more money than what is available through financial aid, grants or scholarships. This predicament is increasingly common as university budgets are slashed and tuition rises. Students, even those with bad credit, are able to apply for private loans through banks, credit unions, and other financial institutions, but sifting through all that information can be confusing. Some lending institutions are more predatory than others and charge high interest rates and offer short terms in which you can pay back the loan without incurring a penalty. The Loan Analyzer offered by FinAid.org, which compares loans based on APR, pay-back time, and interest rates, to help you find the best deal for the amount you want to borrow.
Remember, you are about to embark on a great adventure that will enhance and improve your life — do not hesitate to take control of the decision-making process and to take on your university funding head-on so that you get exactly what you want out of your educational experience.

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College, Accreditation, and You

"Let our advance worrying become advance thinking and planning."
— Winston Churchill

As you explore opportunities for online education, you have probably heard the advice to make sure the university and the program of interest are accredited. What does this mean?
If you were seeking medical treatment or legal help, you would certainly seek out a licensed doctor or lawyer who has academic credentials as well as experience that match the expected standards for such positions. The same holds true for education. As the Council for Higher Education Accreditation (CHEA) explained, "’Accreditation’ is [a] review of the quality of higher education institutions and programs. In the United States, accreditation is a major way that students, families, government officials, and the press know that an institution or program provides a quality education."
In the U.S., colleges and universities are accredited by one of 19 recognized institutional accrediting organizations. Programs are accredited by one of approximately 60 recognized programmatic accrediting organizations. Recognized accrediting organizations have been reviewed for quality by the CHEA or the United States Department of Education (USDE)]." Therefore, students should make sure that both the institution and the accrediting organization have been recognized. For a full list of these accrediting organizations and their acceptance by the CHEA and the U.S. Department of Education, visit their website.
This makes the United States different than other countries that have a governmental unit that accredits schools. In the U.S., the accrediting organizations are all independent, private organizations. You can search the CHEA Database of Institutions and Programs Accredited by Recognized United States Accrediting Organizations to see if your school has been accredited. If you’re interested in pursuing overseas study, you should carefully consult the CHEA’s International Directory.

Types of Accreditation

Keep in mind that seeking accreditation is voluntary: No college or university is required to pursue accreditation. For schools that do decide on accreditation, they have the option of seeking regional or national recognition.
Regional organizations developed historically along geographical lines when groups of post-secondary institutions in an area came together to set agreed upon standards. These independent agencies are organized by location, so you should look for accreditation by the location of the university and its respective accrediting agency:

• Middle States
• New England
• North Central
• Northwest
• Southern
• Western Association

Keep in mind that each regional association recognizes the accreditation status of the others; in other words, if the North Central Association accredits your school, the other five associations will recognize it, too. In a sense, regional accreditation is a sort of "default" national accreditation.
National organizations developed historically when institutions across the United States with a similar focus or outlook came together to set agreed upon standards. For example, as an online student, you should check for national accreditation by the Distance Education and Training Council which focuses on accrediting distance education programs.
Furthermore, as you look into accreditation, you should be aware that as the Higher Learning Commission explains in its Overview Booklet, there are two main types of accreditation: institutional and specialized, or program accreditation.

What Accreditation Means

Institutional accreditation means "an institutional accrediting agency evaluates an entire educational institution in terms of its mission and the agency’s standards or criteria. It accredits the institution as a whole." In their evaluation, the accrediting associations consider the following:

• Governance and administration. How well managed is the institution?
• Financial stability. How well does the institution handle its money?
• Admissions. Does the institution maintain ethical and appropriate admission standards while providing readily available information to potential students?
• Student services. Are solid academic, financial aid, and other advisors available and qualified to assist students?
• Institutional resources. Is the institution in compliance with ADA and other health regulations in regard to its campus and buildings?
• Student learning. Are clear statements of what students should learn in each course/program available and regularly assessed?
• Institutional effectiveness. Can the university document a history of success?
• Relationships with internal and external constituencies. Does the university maintain healthy and open relationships with outside organizations?

Specialized or program accreditation "evaluates particular units, schools, or programs within an institution." This is often done by a variety of professional organizations rather than the HLC regional groups. A field of study or program may seek accreditation from more than one of these professional organizations, or it may choose to pursue none at all. For example:

• The National League for Nursing Accrediting Association (NLNAC) and the Commission on Collegiate Nursing Education (CCNE) both accredit Nursing degree programs. Therefore, you may find a program that is accredited by none, one, or both of these organizations.
• The Association to Advance Collegiate Schools of Business (AACSB) and The Accreditation Council for Business Schools and Programs (ACBSP) accredit business degree programs. Therefore, you may find a program that is accredited by none, one, or both of these organizations.

Each accrediting organization has continual requirements of institutions and programs for them to keep their accredited status. For example, they must demonstrate that they are maintaining standards and submit to regular reviews by the accrediting organization. You can also contact schools and programs directly to ask for information on their accreditation status. Employers in your planned field of study may also be able to provide information on what accreditation you should look for in a program/school. You may also want to search the websites or contact professional organizations in your desired field to see if they list any recommended accreditation, programs, and/or schools.
Online students should, therefore, check for both institutional and specialized/program accreditation before considering a school or program. You can check for specialized accrediting at the Council for Higher Education Accreditation’s website. In addition, the CHEA’s short handout, "Twelve Important Questions about External Quality Review," provides a useful guide for you to investigate a potential institution and/or program’s accreditation.
You should also ask around. Find out which schools and programs your friends, family members, coworkers, etc. have attended and what their experiences were like. Chances are good that if they had a positive experience with a school/program and if they were able to find gainful employment after completing their degrees, you could succeed in that same institution and program, too.
The intent of accreditation is to help ensure a quality educational program and experience for students, and often this is true. There may be some negative effects if you pursue or obtain a degree from a school or program that lacks proper accreditation:

• You may not be able to transfer coursework to another institution if you decide to change; the course credits, in other words, may be worthless.
• You may find out that other universities may not accept a degree earned at a non-accredited institution or program if you decide to continue your education or obtained an advanced degree
• You may find out that employers do not recognize the degree or institution as credible if it is not accredited.
• You may not qualify for various types of financial aid.
• You may find that student services, resources, facilities, etc. are lacking.
• You may find that your education is of lesser quality.
• You may find that the online courses are not ADA compliant if you have documented accommodations, leaving you unable to successfully complete your course(s).
• You may find that the institution suddenly closes, leaving you stranded without any recourse to obtaining a refund or your credits.

In short, you could waste your time, energy, and money. You should keep in mind, however, that accreditation does not guarantee quality. For example, although distance education has been around for a little over three decades, it has also been an area whose growth has outpaced accreditation and regulation. There have been instances where institutions have misrepresented their accreditation and/or the organization that accredits it, charging students high fees for diplomas that are in reality worthless. The CHEA provides a useful handout titled "Important Questions about ‘Diploma Mills’ and ‘Accreditation Mills’" to assist students with identifying such misrepresentations. Also be aware that some institutions do not seek accreditation by any of the organizations recognized by the CHEA and/or USDE. If you are truly interested in an institution and/or a program and you discover it is not accredited, you it may be helpful to ask why as there may be a reasonable explanation.
Accreditation should be one of your first considerations as a prospective university student. Don’t hesitate to research programs and institutions; don’t be afraid to ask questions. Legitimate, accredited institutions will quickly and happily respond to your concerns. This careful planning is one way to help ensure a positive, beneficial educational experience.

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