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ERIC Number: EJ1390361
Record Type: Journal
Publication Date: 2023
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0309-8265
EISSN: EISSN-1466-1845
Available Date: N/A
How to Thrive When Studying Online
Cox, William; Alexander, Anoushka; West, Harry; Abzhaparova, Aida; Hill, Jennifer
Journal of Geography in Higher Education, v47 n3 p502-511 2023
The COVID-19 pandemic led to significant changes in higher education institutions, with a rapid pivot from on-campus to online teaching and learning. The move to predominantly online teaching resulted in a very different learning experience for many campus-based students, offering new opportunities and challenges. This Directions article is co-written by a student-staff partnership team and shares advice on how to thrive when studying online. The approaches developed to support online and blended learning during the pandemic are likely to be long-lasting, and so the top tips identified in this article have relevance to and beyond possible future disruptions to the higher education learning experience. We discuss four elements to support a successful and meaningful online learning experience: (1) Carefully managing time and balancing different tasks; (2) Staying motivated and rewarding yourself on completion of tasks; (3) Engaging and participating with online learning materials and classes, related to the effective use of online tools to study and stay in touch with peers and staff; (4) Engaging in professional development opportunities and seeking help and support when needed. Following the advice in this article will enable you to approach your studies with confidence, leading to a positive and meaningful learning experience.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A