Making the Most of Virtual Learning Situations

It is important to begin by stating that learning in an online environment is very different from face-to-face instruction. From a student perspective, participating in virtual learning, particularly virtual learning collaboratively, may be a new and even upsetting experience which can result in what has been termed ‘cyberstress’. The asynchronous (not instant) nature of many online communication tools (for example, email), and the apparent distance between the learner, other learners and the tutor contributes to fears of contributions and assignments left unnoticed and disappearing into the ether. Few of us have developed sufficient experiences of dealing with delayed communications and the ability to express ourselves as effectively as face-to-face to others through written communication. The purpose of this briefing document is to provide you with some useful pointers on how to make the most of virtual learning opportunities and project supervision.

Manage‘cyberstress’ by taking all opportunities to feel connected to other students and your tutors. Do not wait for others to contact you, be proactive and contact them. Manage the stress of delayed communications by sending ‘receipt’ messages. (A receipt message is a small feedback message saying that, although you cannot immediately respond to the communication, you have received it giving a rough idea when you will be able to respond.) If you are working in a virtual group or are communicating with your tutor about an assignment or project, it helps to establish ‘ground rules’ for frequency of checking emails. If you are going to be unable to check your emails for a while (for example on holiday) make sure that you either communicate this by sending a personal communication or set up your auto-response message letting others know your return.

Develop self-reliance.  The freedom to learn asynchronously requires extra motivation and time management skills, particularly if you are scheduling around work and home life. The ‘traditional’ lecture format conditions learners to be passive whereas virtual learning requires you to manage your learning experience, establishing specific plans, including setting clear goals, and securing needed resources. There will always be distractions, whether you are at home or at work, for example colleagues with questions, phone calls and of course emails. You can control some of these distractions by switching your phone to voicemail, clear your workspace of distractions, putting up a do not disturb sign, etc. Take time to consider your goals. Set learning objectives that will challenge you but that you can realistically accomplish. Talk these through with your tutor.