A Student’s Guide to Success - Massachusetts Department of

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A Student’s Guide to Success

In Blended Courses

Fall 2012 Quinsigamond Community College

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Index

Section 1 – What is a Blended Course? ………………………….. 3

Section 2 - The Successful Student in a Blended Course ……… 4

Section 3 – Course Navigation ..................................................... 8

Appendix A – Reading Tips ........................................................ 12

Appendix B – Writing Tips .......................................................... 13

Appendix C – Study Tips ............................................................ 14

Appendix D – Technology Requirements ................................... 15

Appendix E -- Blended Resources ……………..………..…...….. 18

Contact Information ............................................. Back Cover

cover photo: courtesy of University of Tennessee, Chattano

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What is a Blended Course?

At QCC, a blended course is one that integrates traditional classroom time

with online instruction, using the school’s learning management system.

Students spend 50% of the time in a face to face classroom setting and

work online for the remaining 50% of class time. This means that much of

the lecture format, frequently used in face to face classes, is replaced with

discussions, emails, announcements, group projects, case studies and

other types of learning activities. Many students say they learn more in a

blended course because they can use outside resources more than they

can be used in the traditional class and still have face to face access with

the instructor and other students in the course. Blended courses also adapt

better and provide more flexibility in work and family schedules.

But, a blended course format is not for everyone. You must “attend” the

online components of your course and attend the face to face portion.

Participation, too, is essential to succeed in a blended course. You need to

be well organized and must pay attention to the course schedule and all

deadlines. You are responsible for completing assignments, taking tests

during the assigned dates and times, notifying the professor of any

problems, questions, or issues that arise.

To succeed in a blended course, you must pay careful attention to the

course schedule and deadlines. You need to check for updated materials at

least daily, and read your emails, announcements, and discussions.

You are also responsible for obtaining all necessary course materials,

textbooks, lab materials and media, such as CDs or DVDs. You will also

need a current QCC barcoded library card to access library materials for

completing some assignments

You are also responsible for ensuring that you have the required computer

hardware, software, and a high speed internet connection for easy access

to course materials. These are listed in Appendix D.

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Are you thinking about taking a blended course?

Quinsigamond Community College offers numerous courses, certificate

and degree programs, including blended courses. If you need a flexible

schedule or enjoy working independently, these courses may be for you.

QCC’s blended classes are taught by the same instructors and contain the

same curriculum as their traditional counterparts. But because blended

classes reduce on-campus class time and allow students to work online

and independently at home, they are flexible enough to fit your busy

schedule.

Blended courses offer unique opportunities, but they also pose some

special challenges. The fusion of both online and in-class learning required

in a blended course necessitates more time, dedication, and time-

management skills than what is needed for face-to-face learning in a

classroom. Use the tips in this booklet to make the most of your blended

classes.

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Section 1 Characteristics of a Successful Blended Student

Blended students . . .

Communicate well through reading and writing.

Are self-motivated and self-disciplined.

Ask for help.

Have good computer skills.

Communicate well through reading and writing

Much of the communication in blended courses is written, so you should

feel comfortable reading and comprehending written material, following

written instructions, thinking ideas through, and expressing yourself in

writing. Reading and writing are more important in a blended course than in

a face to face class. Can you write clearly and concisely?

If reading and writing aren’t your strong suit, you may want to factor in

some extra study time to complete your readings and assignments. You’ll

find strategies for improving your reading and writing skills at the back of

this booklet.

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Are self-motivated and self-disciplined In blended courses, no one is standing over your shoulder to make sure

you do the online work. You have more freedom and more flexibility—and

more responsibility! You need to be able to devote a minimum of 5-6 hours

a week to each blended course for which you register, plan ahead for

deadlines, set your own priorities, and effectively organize and manage

your time. A significant amount of your work in a blended course requires

you to meet deadlines and schedules specified by your instructor. Late

assignments usually are not accepted. If you tend to wait till the last minute

to complete assignments or assessments, a blended class probably is not

right for you.

Sometimes, studying is the last thing we want to do. The TV, social

activities, the laundry, the dog—something else always calls. As a result,

studying—especially in blended courses—requires extra discipline. The

following tips can help:

Make yourself accountable. Ask a friend, a family member, or mentor

to help you. Tell them what your goals are, and ask them to check in

to make sure you are sticking to your goals.

Study in chunks. For example, study for 20 to 50 minutes, and then

take a 5 to 10-minute break. You’ll feel refreshed, and you’ll avoid

eye strain from looking at your computer too much. Make the most of

breaks by doing something entirely different.

Vary what you’re studying to avoid boredom or fatigue.

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Identify the times of day when you learn most effectively. For most

people, it’s best to study during the day or early evening. Remember

that it may be harder to concentrate right after eating, after coming in

from the cold, or after exercising.

Ask for help

Your instructor is likely to require you to take more responsibility for your

learning than in a traditional face-to-face course. You may be given less

precise instructions, or asked to take the initiative to determine how best to

demonstrate your learning. If you prefer to be a passive learner, accept

whatever an instructor tells you, and do only what is required of you, a

blended course will force your adopting a different approach to your

learning. With blended learning, you must take

responsibility for your own learning as well as

work collaboratively with other students and

your instructor. This means that the types of

work you will be asked to do may be different

from what you are used to in a face to face

class. They may require more teamwork,

creativity or thought or might ask that you

apply the concepts to real world situations. If

you encounter a problem, get confused, or

have any questions, be sure to let your instructor

know—the sooner, the better! Read the syllabus to

learn the best way to contact your instructor for help.

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Have good computer skills Skills you will need to successfully complete a blended course include

Basic skills in using a keyboard and mouse.

Familiarity with your Web browser and Microsoft Word.

The ability to save and find files on your computer’s directories.

The ability to enable cookies on your Web browser (please see your

Web browser’s Help files for specific instructions).

The ability to turn off popup blockers on your browser and/or your

antivirus program

The ability to download and install needed applications and plug-ins.

The ability to search the Internet

The ability to ask for technical support when needed

You should also plan to have

A broadband connection

A backup plan in case your technology fails for one reason or another

If you’re afraid of—or completely new to—

technology, you might not be ready for a blended

course just yet. That said, if you know how to use

word processing, know what an attachment is,

know what a Web browser is, know what

information you need for technical support and are

pretty patient with yourself, this is as good a time as

any to jump in!

The secret with using technology is to stay calm, be

patient, and to ask for help when you are stumped.

By all means, don’t let frustrations with technology

cause you to procrastinate on your course assignments!

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SECTION 2

Navigating Your Blended Course

So you’ve registered for your first blended course—congratulations! If you

are like most first-time blended learners, you’re probably sitting there

thinking, “Now what?”

Just as with any course, your first order of business should be to review

your course materials. Get a feel for the course expectations by looking at

each lesson’s objectives and activities.

Don’t wait to get started—the sooner you start with lesson 1, the better.

Sign in as soon as the course becomes available to you, usually the first

day of the term.

Be sure to complete the tutorials on using the learning management

system (Blackboard) before your course begins. These tutorials cover

important topics such as:

How to take a quiz

How to submit an assignment

How to email your instructor from Blackboard

How to post to a discussion group

The tutorials and videos will help you succeed in your blended class.

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Create a schedule and organize your workspace A blended course takes time to complete. You’ll get the best results if you

establish a schedule and create a study area where you can focus and

concentrate.

Manage your time carefully

Set aside specific days and times to work on your courses. In setting

up a schedule, weigh your other activities and responsibilities, and

think about when you do your best work. Use a personal planner if

that helps, and by all means, avoid the temptation to skip your regular

study time.

Determine when you need to complete your course. Refer to the

course syllabus and work backwards from there, identifying the dates

by which you need to turn in assignments and take exams to meet

your goal.

Work at a consistent pace rather than in starts and stops. It’s impor-

tant to establish routines and dedicate the time necessary to

complete your course in a timely manner. Work steadily, but don’t

rush through the course. Turn in well-thought-out assignments, and

learn from your instructors’ comments.

Find a study spot conducive to learning

Try out a few different spots in your home for studying to identify the

environment that works best for you. Some people do better with

background noise, while others require total silence. Some can handle

disruptions, and some are put off by them. Knowing and creating the

environment that works best for you will give you an advantage in

completing your blended course.

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Communicate with your instructors You’ve heard it again and again. Make sure your instructors know who you

are. Make the most of office hours.

If you have a documented disability, you qualify for reasonable

accommodations. Contact your instructor or advisor for more information.

For disability contacts at Quinsigamond Community College, visit

http://www.qcc.edu/services/disability-services .

Just because your instructors aren’t always physically present doesn’t

mean they don’t want to hear from you. The sooner you contact them, the

better!

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Know and use your learning style to succeed

Not everyone thinks or learns the same way. Knowing how you learn can

go a long way towards helping you succeed.

One way to discover your learning style is to visit http://www.vark-

learning.com and take the VARK (Visual, Aural, Read/Write, and

Kinesthetic) Learning Style Inventory. This inventory not only helps you

identify your learning style, but also provides some tips in how to use the

information from the inventory to glean the most knowledge from your

courses.

Other strategies exist to help you study and learn course material

effectively. Be sure to review the study tips we’ve provided at the back of

this booklet.

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Appendix A – Reading Tips

To read successfully, you need a strategy. Try the following techniques to improve reading comprehension:

Preview. With previewing, you skim the material, looking at titles and

headings, the first few paragraphs of each chapter, chapter summaries,

boxed or highlighted information, and pictures, charts, and captions.

During the pre-reading phase, be sure to read your section or lecture

notes so that you know what your instructor thinks is important. Also,

think about what you already know about the material. Enter the

reading using your own experience and knowledge.

Read thoroughly. Question as you read. Don’t take items at face

value. Highlight what you think is important. Don’t highlight facts—you

can review them later. Rather, highlight arguments, examples, and

those things that jump out at you.

Highlight vocabulary, and look up any words you don’t know. Also

highlight examples or case studies, that is, the content that makes the

material relevant to you and that enhances your comprehension.

Review and study. Do it after you’ve completed your reading—

maybe several days later. Don’t try to do everything all at one time.

As you study, use the learning guide to remind yourself what the

learning objectives are.

Review your materials periodically throughout the course. Periodic

review helps you build your knowledge and eliminates the need to

cram before exams.

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Appendix B – Writing Tips

There are few things as daunting as facing a white, empty sheet of paper or

computer screen and trying to find the right words and ideas to fill it up.

Keep it simple! It’s unnecessary—and often counterproductive—to use big

words and long sentences. Varying sentence structure and length can

reduce “choppiness,” but when in doubt, opt for shorter, simpler messages.

Get to the point. If your main point doesn’t appear until paragraph four, you

have a problem. Get to the point, then lead your reader through your

supporting information.

Read it out loud. After you complete a written assignment, read it out loud

to check whether it makes sense and flows well. If you trip up while reading

it, rewrite your assignment to fix the problem.

Do a double take. When reviewing what you’ve written, put your grammar

and spell check functions to work. Also, make sure that your response

answers the question you’ve been asked. If you’re using words you aren’t

sure of, check their meaning. It’s nice to use impressive words here and

there in writing, but your efforts fall flat if you use the words incorrectly.

Look it up! The Internet is full of resources that you can use to improve your

writing. Resources include

the Elements of Style Blended, www.bartleby.com/141/

www.dictionary.com

the Purdue Blended Writing Lab, owl.english.purdue.edu/

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Appendix C – Study Tips

Memory is learning that persists. In order to combat forgetting, develop the

habit of reviewing your course materials regularly and purposefully.

Before you attempt to learn new material, look over previous chapters

or notes. Think about what you already know.

After you’ve learned something new, order and organize what you

learned using stars, arrows, additional comments, and so forth.

Integrate new material with what you already know.

In preparing for an exam, remember that this isn’t the time to be cramming

unlearned material. It’s the time to synthesize what you already know.

Keep your review sessions brief. Set a time limit for the review and

stick to it.

Outline and organize from memory.

Recite key points and concepts in writing or out loud to yourself or to

a friend.

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Appendix D – Computer Requirements General Information:

Online classes are similar to face to face classes in the sense that there is a real instructor and fellow

students involved in the learning process during the college term. Grades, lectures, due dates,

assignments, group discussions, textbooks, tests, college credit, are all a part of online classes as well.

The main differences are that the classroom is a web site that can be accessed from anywhere in the

world, and that lectures are most often read instead of listened to; discussions are typed instead of

spoken. Courses have a weekly schedule so the student needs to logon to the online class several

times a week to stay current. Discussions and communication with the instructor are conducted

predominately in web-based message areas, chat rooms, e-mail, and online discussion groups.

Some classes may require students to logon and participate at specific times for some of the course

work. For a small number of courses instructors may require on-campus or proctored mid-term and

final exams. Computer literacy, keyboarding skills, and internet connectivity are required.

Requirements:

To take part in an online course you will need a computer with Internet access with the following

minimum standards for technology. Some courses may require access to specific applications not

listed below.

PC - Windows XP, Vista, Windows 7 or higher

Web Browser: Internet Explorer 8 or higher, Google Chrome

2010 (Available at the QCC Bookstore at http://bookstore.qcc.mass.edu)

Macintosh – OS X 10.5 (Leopard) or higher

Internet connection speed: DSL, cable or other high speed connection

2011 (Available at the QCC Bookstore at http://bookstore.qcc.mass.edu)

Other Notes:

The correct version of Java must be installed and enabled. To check if your computer is properly

configured, refer to http://kb.blackboard.com/pages/viewpage.action?pageId=76087304 All Pop-Up

Blockers must be disabled. Pop-ups must be allowed in order to use all features of the learning

management system. Please note that browsers, toolbars, antivirus and malware programs might all have

individual pop-up blockers. All of them must be turned off.

Helpdesk Procedures

The QCC Helpdesk provides assistance with operational problems within the Online Classroom. To contact the helpdesk use one of the methods outlined below. In your correspondence, make sure to include your name, the problem, and return contact information. Live chat help is available through the Webform link.

Telephone: 888.301.5002 Email: [email protected] Webform: http://www.qcc.mass.edu/it/Forms/Request.htm

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Appendix E– Blended Resources

Study Skills

Muskingum College Learning Strategies Database

http://www.muskingum.edu/%7Ecal/database/

Virginia Tech Cook Counseling Center - Study Skills and Self-Help

http://www.ucc.vt.edu/stdyhlp.html

The Purdue Online Writing Lab (OWL)

http://owl.english.purdue.edu/

Online Education Database - 150 Resources to Help You Write Better,

Faster, and More Persuasively

http://oedb.org/library/features/150-writing-resources

Blended Readiness Skills California State University - Blended Readiness Self-Test

http://www.csun.edu/~vcpsy00i/150/fa03/readiness.html

Cowley College- Blended Learning Success

http://www.cowley.edu/ecowley/future/ready.html

University of Wisconsin at Milwaukee – Are Hybrid Courses for Me?

http://www4.uwm.edu/ltc/hybrid/student_resources/for_me.cfm

Additional Resources The Internet Public Library

http://www.ipl.org/

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Contact Information

Quinsigamond Community College Library

http://www.qcc.mass.edu/library/

Quinsigamond Community College Financial Aid

https://confucius.qcc.mass.edu/ics/Financial_Services/

Quinsigamond Community College Disability Services

https://confucius.qcc.mass.edu/ics/Student_Services/Disablility_Servi

ces.jnz

Quinsigamond Community College Bookstore

http://bookstore.qcc.mass.edu/home.aspx

Quinsigamond Community College Communication Skills Center

http://www.qcc.mass.edu/csc/index.html

Quinsigamond Community College Blended Tutoring

https://www.smarthinking.com

Quinsigamond Community College Technical Support

http://www.qcc.mass.edu/qccblended/Technical_Support.htm

Quinsigamond Community College – Is Blended Learning for Me?

http://www.qcc.mass.edu/it/instructionaltechnology/DESelfAssess.htm