The purpose of this project was to provide a resource for distance education graduate students or their instructors to help students excel in their online programs. The researchers interviewed 15 people, consisting of current students and recent graduates. Participants provided information about the nature of online courses, why these courses were advantageous, and how they were planning to use their degrees. Participants also shared tips for applying to graduate school, communicating with advisors and professors, scheduling classes, buying textbooks, excelling in class, using technology, finding research articles, writing papers, managing time, working on a thesis or final project, networking with other students, and balancing family with course work. Recommendations for success are summarized.
Distance education is growing in America. The prospect of earning a graduate degree without traveling to campus is exciting for many students. This is a challenging endeavor, however, and students could benefit from ideas to make their journey more successful. Books and Web sites are available that give tips to distance education undergraduate students or traditional on-campus graduate students. However, very few resources exist for distance education graduate students.
The purpose of this project, then, was to provide a resource for students (or for instructors to share with their distance education students) that would help them be more successful in their distance (online) graduate programs. To gather credible data, we recruited current or past students from Great Plains Interactive Distance Education Alliance universities. A description of this alliance, then, will help the reader understand the nature of comments from students who have been involved in these online programs.
The Essay on Distance Education 5
... graduate diplomas. There are now distance education options for nearly every career choice, from nursing to accounting. It is also flexible. Distance education provides ... The original distance education programs used print materials, but the majority of current programs use online software and ... Anne Curtis are a student of Distant Education. Or you can be a student with physical disabilities that ...
The Great Plains Interactive Distance Education Alliance (GP IDEA) includes Human Sciences colleges at ten universities and offers graduate degree programs and courses in several human sciences fields. For example, students can enroll in the Family Financial Planning graduate program at one university, take classes from high quality faculty at several different universities, and earn a degree without traveling to any campus. Students complete discussion boards, group projects, assignments, and tests online.
For this project, college deans and administrative staff at each GP IDEA university were asked to name successful online graduate students. We sought both current students (who were excelling in their programs at the time of recruitment) and recent graduates (who were successfully using their degrees to improve their careers).
Fifteen participants completed interviews by e-mail or phone.
For the interviews, we formed initial questions based on Hammon and Albiston’s work (1998).
After the interviews, additional themes emerged and were used to organize the suggestions in this paper. Each category includes a summary of student comments plus one or two salient quotes from students. All of the comments can be useful to any distance graduate student, and some are especially relevant to students in collaborative programs such as the GP IDEA programs.
Participant Responses
Advantages of Studying Online
Participants said distance courses are convenient, efficient, and useful. Some students would not have been able to earn a degree if traveling were required. They used time they otherwise would have spent driving to complete course work instead. Participants also felt the flexibility of online courses is an advantage. Students can study at their own pace and on their own schedules. This is especially helpful for students who work or have a family.
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The National Association of Social Workers (NASW), outlines the primary mission of Social Work “is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty” (2008).1 The identity of the profession is somewhat vague at times, as the profession can fill many ...
Most participants thought the quality of online courses was equal to that of on-campus courses. Professors responded quickly to questions, and participants found ways to connect with other students. One participant pointed out the advantage of having multiple experts at different universities working together: Students see multiple perspectives from several high-quality faculty members with diverse experience.
“I am a stay-at-home mom, and my
husband is in the military. Therefore,
going to class is not for me fight
now. My child is young, so staying
at home is more convenient. I can
still work on my career while I am
an at-home mom. When I get back
in the work force, I will be ready.
Also, we move often because my
husband is in the military. It does
not matter where I am at–I can continue
the classes. There are no
worries about transferring credits or
finding a school with the same program.”–Student,
Family Financial
Planning, Kansas State University
“I have yet to find a drawback [to
distance education]. My overall
experience has been a ten on a zero
to ten scale … with ten being an
extremely positive experience.”
–Student, Family Financial Planning,
Kansas State University
How Online Courses Differ From Traditional Courses Students access assignments, notes, and tests online. A few classes include audio or video tapes. Many participants said students need to be more self-disciplined in online courses than in on-campus courses. Online courses are more challenging and comprehensive, often requiring more reading and typing than traditional courses. There are weekly deadlines for readings, assignments, and discussion board postings. Students must plan their time well and develop good study habits. Because no professor is present to remind students to complete their work, students must take the initiative to read course material and complete assignments.
“It takes a different person to take
online classes. You must be much
more disciplined. You cannot wait
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for someone to tell you to do something–you
just have to do it.”
–Student, Human Resources and
Family Sciences, University of
Nebraska
“Do not assume the online program
will be easy. It is a graduate program,
so you need to expect that
work will be required.”–Student,
Family Financial Planning, Kansas
State University
Before Beginning: Questions to Ask Even within GP IDEA universities, there are small differences in the administration of online degrees. Therefore, participants recommended asking many questions before enrolling. They suggested the following questions:
1. Which exams are required?
2. What GPA is required?
3. Are there any requirements to visit campus at any point?
4. How is advising done?
5. How much does it cost?
6. What kind of time commitment is required?
7. What deadlines are involved?
8. Can substitutions be made for certain courses?
“Understand the whole program
before you start. Ask questions. Start
with one class to see how it works.”
–Student, Human Resources and
Family Sciences, University of
Nebraska
Applying to Graduate School Participants reported applying to an online program usually was an easy process, often similar to applying to an on-campus program. Depending on the university, students submit letters of recommendation, GRE or other test scores, and transcripts. Getting a reply to an application can take time, so patience may be required. However, students may want to contact the graduate admissions office periodically to make sure their application is progressing.
During the application process, be professional and make communications clear and explicit. Students should have a list of questions about their programs ready before talking to someone on staff. One participant recommended that students go to campus, if possible, and introduce themselves to the faculty and staff members in their programs. This will help a student put faces with names, and the faculty will get to know the student.
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Communicating With Advisors and Professors
For many students in GP IDEA programs, an advisor is assigned. Almost all of the interviewees reported easy and quick communication with advisors, professors, and committee members through e-mail, chat rooms, or phone calls. Some e-mails may not be answered the same day because faculty members have many responsibilities. For this reason, participants recommended e-mailing questions early and following up if there is no response. Teachers may also be able to answer some advising questions. In addition, support staff in a department office can be great resources.
Some participants did not like the loss of personal contact with advisors. However, they adjusted to this idea and learned how to make the situation work. Participants recommended getting to know the advisor (a few participants even went to campus to meet their advisors) and having specific questions ready before calling him or her. Students should take the initiative to call their advisors and be assertive in getting questions answered. If students have a practicum, for example, they should know their advisor’s guidelines for meeting the requirement.
Choosing and Scheduling Classes
Because students take classes from different universities with different systems, each class is administered in a slightly different way. Participants recommended taking the initiative to ask questions at each university if needed. Do not be intimidated because it is online.
Most students want to get their degrees finished in a reasonable amount of time, but do not want to overload themselves during the semester. Some students take one course their first semester, two courses the next semester, and then go back to one course the third semester. One participant is planning to finish in three years with this strategy. Other participants recommended students who are working full time and have a family not take more than one class per semester.
One participant discouraged others from taking courses that are taught simultaneously to online and on-campus students, if possible. According to this student, courses that are designed specifically for online students facilitate better communication.
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If a program does not offer exactly the courses a student wants, he or she may be able to take online courses elsewhere and transfer the credits. However, prior to taking the course, students must get the permission of a program advisor to make sure the credits will count toward their degree.
“Even though I am getting my
degree online, I actually prefer to be
in a classroom. So I did some
research and found I can transfer up
to 10 credit hours from an accredited
university. After discussing it with
my program director, I chose the
three most difficult courses, and I
am taking them at a local university
and transferring them to my
program. I think taking the hardest
classes on a campus is going to save
me.”–Student, Family and Financial
Planning, Kansas State
University
Buying Textbooks Most universities send a list of required books each semester. Whether participants ordered from the university bookstore, a textbook Web site, or the publisher, all interviewees strongly urged others to buy textbooks early. If participants waited until class began, they sometimes were not able to get the books they needed. If students order from a vendor other than the university bookstore, they should make sure the book is in stock (or it may not arrive in time for class).
Participants also recommended keeping books after the course is finished as a resource for the future.
Some participants suggested the following Web sites for finding textbooks: amazon.com, half.com, ebay.com, and barnesandnoble.com. Other participants recommended shopping only at the university bookstore.
“It was easy to buy books through
the university bookstore online or
by calling. The books are then
mailed to you.”–Student, Family
Financial Planning, University of
Nebraska
Excelling in Class In some cases, an instructor is new to teaching classes online. Participants advised others to be patient while the instructor adjusts to the system. The professors probably will welcome student input and ideas (given respectfully) about what methods do and do not work.
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If students do not agree with comments a professor gives on an assignment, they should not be afraid to challenge the professor–as long as the student has cited sources to back up his or her ideas. Remember, however, that the faculty member is an expert in the subject matter and sees a range of student work on each assignment; he or she uses a set of standard criteria, and gives each grade based on the quality of the assignment.
When using the discussion board, one participant pointed out the importance of students being sure of their facts. Because the discussion is in writing, other students have more opportunity to challenge what is said, so students should think carefully before posting a message.
Sometimes students are required to complete group projects. E-mailing one another on group projects can be a slow process and deadlines can approach quickly. Instead, participants recommended scheduling time to work together in a chat room.
Do as much networking with other students as possible. Support and help one another with course concepts and tasks. Do not be afraid to ask questions; other students probably have the same ones.
“Do a lot of social reading: newspapers,
magazines, etc. You will
come up with good ideas for sharing
with the class, chat rooms
discussions, and paper topics.”–Student,
Family Financial Planning,
Oklahoma State University
Using Technology: Computers and the Internet A student should make sure his or her computer meets or exceeds the technology requirements for the course. Consider buying a new system if the current computer is out-dated. Participants recommended using broadband rather than a dial-up Internet connection because it is much faster. Make sure the Internet provider is reliable. Also, it will be easier to use the same software as everyone else in the course (and use the latest version of those programs): Microsoft Word@ and Microsoft Excel[R], for example. If students are feeling uncomfortable with the technology, they should find someone to assist them or consider taking a workshop in computer basics. (Search for opportunities at http://www.microsoft.com /traincert/default.asp.)
Regardless of computer knowledge, participants strongly recommended submitting assignments early in case there is a problem with the technology. E-mail the instructor to make sure he or she actually received the submission. Save work often.
One participant networked his home and work computers. This way he could easily work at home or his office without taking time to save work on disks and upload it to different computers.
Most important, be patient. The “bugs” will get worked out in the end. If all else fails, call the technology support office at the university for help.
“Immerse yourself in technology–that is the only way to get comfortable. You will need to use different forms of technology throughout the course. The more you use it, the easier it becomes.”–Student, Family Financial Planning, Oklahoma State
Finding Research Articles
Some participants thought finding research articles was relatively easy, whereas others found parts of the process challenging. Many participants said using the Internet was sufficient for their research needs, especially with the abundance of Web resources now available. Instructors or advisors sometimes provided useful Web sites.
Participants recommended several approaches for using the library. Each university may have a librarian in charge of working with distance education students. Establish contact with this person, or another person from the university library, before starting research. Learn how to use the system and get materials as soon as possible. Librarians may be able to e-mail articles. Local librarians or librarians at different universities are often willing to work with students. Do not be afraid to ask questions because library staff members have answered the same questions before. Do not give up on using the library–keep trying and asking for help. Finally, remember classmates. Contact them and ask how they find resources.
In some cases, the instructor will arrange online library availability. Remember, the instructor wants students to have the information, so he or she will help students figure out how to get it.
A few instructors may offer the option for students to buy articles from the bookstore or find the books themselves. In this case, one participant recommended buying the articles. She said it was worth the money to save time and effort searching for the articles.
“Research was a challenge for me
because it can be difficult to get journal
articles. I went through the
librarian at my local public library.
Also, the instructors know everyone
is far away from campus, so they
know you cannot go to the library,
and are understanding of that.”–Student,
Comprehensive Family and
Consumer Sciences, Iowa State University
Writing Academically Writing style manuals are available from university bookstores and online resources. Example online resources are listed in Table 1.
“If you must take research methods,
try to take the class through
YOUR program, not another department
or college. For me, the
frustrating thing was that one teacher
required the use of one writing style,
whereas my thesis had to be completed
using a different style
manual.”–Student, Human
Resources and Family Sciences,
University of Nebraska
Studying and Time Management Every interviewee stressed the importance of working consistently to keep up with course work. Participants said courses took about five to twelve hours per week to complete. Falling behind is “miserable,” so participants provided several tips about how students can manage their time.
1. Use the syllabus and a planner to sketch out the semester.
2. Organize and prioritize tasks.
3. Plan homework time around a work schedule if necessary.
4. Study at an office or library to avoid distractions at home.
5. Study after children go to bed.
6. Work on assignments several days before they are due. Then, if there are problems, students have time to contact the professor with questions.
7. Be disciplined, read the online discussions, and do some work each day.
Students should allow time for reading and take the initiative to get it done on their own. Participants were adamant: Reading cannot be skipped, and students must keep up with it throughout the semester. Schedule time for reading–block time at the end of the day, or read while traveling on business trips, for example.
“Get in a routine as much as possible.
Be very consistent on the
discussion boards. Log in to your
course site several times a week.
Getting on only once a week is not
enough because you will be
lost.”-Student, Human Resources
and Family Sciences, University of
Nebraska
“You cannot procrastinate–every
week you must accomplish something.”–Student,
Family Financial
Planning, Oklahoma State University
Completing a Thesis or Final Project Depending on the program, most students will complete a final project. This may involve writing a research thesis, completing a practicum, or designing a unique project. Students work with an advisor to determine exactly what the project will entail. Talk with several faculty members before choosing a project; they can often provide examples or ideas. They may also be willing to share data they have collected.
Students should choose a topic or placement they are interested in. They will be working on their projects for several months, so it is important that students like their topic. If students are writing a thesis, it may be a good to idea to start with a paper they have already written for a class. They can take that work and expand on it.
“As I worked on my final project, I
did a lot of e-mailing back and forth
with my committee, I saved all my
e-mails for reference. This helped
me protect myself. I did my thesis
defense as a teleconference. It took
about an hour and a half.”–Student,
Comprehensive Family and Consumer
Sciences, Iowa State
University
“As you work on your thesis, you
will find other topics that interest
you. However, stick with your original
idea. Keep track of other ideas
as you go, but do not change in the
middle. Finish your project, and then
decide if you want to pursue the
other options after you are done.”
–Student, Human Resources and
Family Sciences, University of
Nebraska
Networking with Other Students For some participants, a lack of face-to-face interaction was the biggest drawback of an online program. However, many participants said there are ways to connect with others, and have even made close friends through their programs. Interviewees said participating in phone conferences, chat rooms, message boards, e-mailing, and calling one another helped them feel connected to class members.
Getting to know others personally, outside of class-related interactions, helped participants feel connected and allowed them to work through their programs together. These participants suggested other students should look for someone on a discussion board with whom they may have something in common. E-mail or call that person outside of class time. Some participants planned to keep in touch with these new friends after graduation. One participant is even planning to take a trip to visit a fellow student as her graduation reward.
“Networking has always been really
good. I have been running into
the same people in different classes.
It has just been fun getting to know
different people from many different
places. I have even called some of
the other students. If you take the
initiative to talk with people, you
will find connections. The opportunity
to network is there. We are all
in it for the same reason – everyone
is there to learn.”–Student, Family
Financial Planning, Kansas State
University
Balancing Family and Course Work Studying online can be especially stressful with a family for whom to care. Family members are accustomed to having more of a student’s time. Thus, starting a degree program can be an adjustment for everyone. However, participants said there are some things that will ease the adjustment to a new family routine.
One of the most important factors for students is getting the support of their families before starting a program. 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. Family members may need to share computer time or do more chores at home. For example, family members may be able to help with child care.
Setting a schedule helps some students. That way, they finish work and can more fully enjoy their family time knowing the work is done. One participant completed course work away from home so he could spend time with his family when he arrived home. Participants who do not leave home recommended making sure family members know study time will still be needed for class. Another participant pointed out the benefits of parents studying at home–adult students can set a positive example for children by modeling consistent study habits.
“The first class was stressful. After
that, I got better at managing my
time and my family got better at
understanding my schedule.”–Student,
Family Financial Planning,
Oklahoma State University
“It is very important that you have
a good support system in place so
there is time available to complete
weekly assignments.”–Student,
Family Financial Planning, University
of Nebraska
How Participants Are Using or Planning to Use Their Degrees
Participants reported a variety of plans
for using their degrees. These plans include
meeting critical professional development
goals, increasing salaries, and starting a
new career.
“I decided to broaden my knowledge
in hopes of career advancement
and self satisfaction regarding
accomplished goals.”–Student,
Family Financial Planning, Kansas
State University
“I am primarily pursuing the program
for personal growth, but it will
also give me additional credibility
within my industry.”–Student, Family
Financial Planning, Oklahoma
State University
“I teach Family and Consumer Sciences
in high school, and I have been
impressed at how much I have been
able to use the specific classes in my
job.”–Student, Human Resources
and Family Sciences, University of
Nebraska
“My degree will help me with teaching
Family and Consumer Sciences
in a secondary school, and I will
move over on the pay scale.”–Student,
Comprehensive Family and
Consumer Sciences, Iowa State University
“This degree will differentiate me
from the crowd. I am already doing
well, but to be able to differentiate
myself is good. I could also have the
opportunity to begin teaching financial
planning later on.”–Student,
Family Financial Planning, Oklahoma
State University
“I hope to make an internal transfer
into the financial planning area within
my bank before I finish.”
–Student, Family Financial Planning,
Oklahoma State University
“I am currently studying to take the
CERTIFIED FINANCIAL PLANNER[TM]
certification exam. I hope to
continue at my current job with a
university and perhaps do some
teaching here.”–Student, Family
Financial Planning, Kansas State
University
“I am currently working as an extension
educator, and I plan to continue.
However, this degree will open
some doors if I decide to move and
change jobs. Taking the CERTIFIED
FINANCIAL PLANNER[TM] certification
exam is also an opportunity I
am considering.”–Student, Family
Financial Planning, Kansas State
University
“I want to work with families:
empowering them on debt and budget
issues and educating them on
everyday money issues.”–Student,
Family Financial Planning, Kansas
State University
“I hope to either be a financial planner
or go into credit/debt counseling.
This degree will make it easier to
find a job if we move to a new community.”–Student,
Family Financial
Planning, University of Nebraska
From an Extension Educator: “I got
a raise with my master’s degree, but
the most value was in being updated
on nutrition information and other
Family and Consumer Science topics
that have helped me to answer
questions and present programs. I
developed more confidence in
myself: I can tackle anything after
having completed my master’s
degree. Yahoo! I walked across the
stage in May to pick up my diploma.”–Student,
Human Resources
and Family Sciences, University of
Nebraska
Discussion Getting a graduate degree online can be a challenge. However, many interviewed students and recent graduates felt an online graduate degree was an excellent option because it allowed these students to earn a degree without commuting to campus, and they could complete course work at their convenience. Participants said planning ahead is very important in the overall program, in communicating with instructors and advisors, and in completing course work. Networking with other students can be accomplished through e-mails, discussion boards, and phone calls. These connections can be extremely helpful both in completing course work and in providing a source for personal/emotional support. Using this advice from participants who have excelled in online graduate programs, other distance education students can become more successful as they progress through their own online programs.
Table 1 Onlline Resources for Academic Writing
Topic URL
APA: Style (a) http://www.apastyle.org/
APA: Tips http://www.apastyle.org/
previoustips.html
APA: Citing electronic http://www.apastyle.org/
elecref.html
sources (a)
APA: Style resources (a) http://psywww.com/
resource/apacrib.htm
APA: Examples (a) http://www.wpunj.edu/
wpcpages/library/apa.htm
APA, MLA, Chicago, ASA, http://www.library.wwu.edu/
and AAA: Examples ref/Refhome/citn.htm
APA, MLA, Turabian, http://www.liunet.edu/cwis/
cwp/library/workshop/citation.htm
Chicago, and AMA: Examples
(a) From D. Wood, personal communication, September 12, 2003.
References Hammon, D., & Albiston, S. (1998).
Completing graduate school long distance. Thousand Oaks, CA: Sage.
Additional resources for online learning Atieh, S. (1998).
How to get a college degree via the Internet. Rocklin, CA: Prima.
Gilber, S. D. (2000).
How to be a successful online student. New York: McGraw-Hill Trade.
Picciano, A. G. (2001).
Distance learning: Making connections across virtual space and time. Upper Saddle River, NJ: Merrill Prentice Hall.
Stevenson, N. (2001).
Distance learning online for dummies. Somerset, NJ: John Wiley & Sons.
Denise A. Payne and Julie M. Johnson
University of Nebraska-Lincoln