Running head: EDIT 5370 MODULE 7 CASE STUDY

EDIT 5370 Module 7 Case Study

David Hooks
Texas Tech University

EDIT 5370 MODULE 7 CASE STUDY

EDIT 5370 Module 7 Case Study

Case Study
The purpose of the following paper is to look at student strategies and responsibilities and
ways of seeking instructor assistance with regards to pursuing online educational opportunities
for the first time. The stimulus, a case study prompt, is as follows:
As Tracey Nirldon prepares to take her first online course, Introduction to Teaching, she
discovers that there are a number of things being expected of her. She notes there are
technical expectations, assignments and due dates, and the use of a course management
tool she has not used before. What can Tracey do to make it easier on herself to get
started? What can her instructor provide in the way of assistance to help get started?
Student Strategies and Responsibilities
Generally in a face-to-face classroom, the instructor will utilize a presentation strategy,
typically a lecture, to cover a unit of instruction, while the generative strategy is to have students
take notes over the lecture. Essentially, this approach to instruction puts a considerable measure
of responsibility on the instructor for the learning of the students. The instructor must go into the
relevant chapter(s), outline what will be covered for the chapter(s), and then decide what medium
will be used to guide students through the lecture (i.e. outline on a chalkboard or whiteboard,
PowerPoint presentation, etc.). The instructor provides direct instruction, with learning taking
place primarily through this lecture and secondarily via osmosis through the learning experiences
and assignments designed into the course.
In an online learning environment, the majority of what is learned from a unit of
instruction is dependent upon whether the learner reads a chapter (or chapters) in a required

EDIT 5370 MODULE 7 CASE STUDY

textbook or watches instructional videos. In this educational setting, the distance learner is at an
educational crossroads: Do I read the chapter in its entirety for this unit, or do I skim through
and use only the parts I need for my assignment(s) and try my best to sound competent in the
discussion board conversation or written assignment for the week? Distance learners must
answer this question with another question: Do I want to simply walk across the graduation
stage as a graduate or do I want to walk across the stage as someone competent in my field of
study. For distance learners, this competence comes from taking responsibility for and
developing a sense of ownership over ones own learning (Macfarlane & Smaldino, 1997; Kiliakmak, Karatas, & Ocak, 2009). This takes a measure of discipline that would be wise for
distance learners to develop and grow in.
A common sentiment upon enrollment in ones first online course is to feel overwhelmed.
Not having an instructor to verbally explain expectations, offer reminders of assignments, and
their due dates, and handout all of the assignments directly can be an adjustment. One approach
to circumventing feelings of being overwhelmed comes in how and if one utilizes a course
syllabus. Course syllabi can be quite lengthy, almost likened to the legal information that pops
up prior to downloading or updating software. Some students will forego reading syllabi
altogether, at times to their detriment. This can lead to online learners falling into the potentially
destructive habit of approaching online courses a week at a time. It is ideal to look at the scope
of a course, rather than just the current module in the sequence of instruction for the course. This
can help students plan ahead in terms of checking for potential conflicts between working on
coursework and events on ones personal calendar.
The syllabus can sometimes, in addition to listing types of technology that will be used in
a course, explain how they can be used in the course. Sometimes, the syllabus will link to

EDIT 5370 MODULE 7 CASE STUDY

tutorials, such as YouTube instructional videos, that can aid in acclimating to new programs. In
spite of how the instructor has resourced the student to bridge gaps of confusion with how to use
course-related technologies, if the student still is lacking in confidence, the burden of
responsibility is on the shoulders of the student to communicate with the instructor to seek out
the assistance necessary to effectively utilize the technology according to the course
requirements (Simonson, Smaldino, Albright, & Zvacek, 2012).
Any conflict a student perceives needs to be brought to the instructors attention should
follow the same sequence as though the course were a face-to-face course the student needs to
approach the instructor. In the context of an online course, this discourse happens after the
student initiates contact, only in via means of telecommunication. Communications need to be
clearly-communicated, concise, and with sufficient information to the instructor so that it is
clear who is making the contact (Simonson, et. al., 2012, p. 230).
Though a student in a distance education class is separated from their classmates
geographically, many online courses require group work of some kind. Working with others
asynchronously on a joint project presents many challenges and how effectively a group can
overcome many of those challenges can hinge on the efficacy of the communication between the
groups members. The burden of responsibility for communication rests on the shoulders of the
students (Simonson, et. al., 2012). Speaking from experience, part of communication in the
group work context is just as much about making yourself available for timely communication as
it is about sending correspondence to group members. Putting off the checking of inboxes,
discussion boards, or recently received text messages can hinders the fluidity at which a group
able to accomplish the shared task at hand.

EDIT 5370 MODULE 7 CASE STUDY

Unlike with face-to-face courses, where one registers for a set class time on a set number
pattern of days a week (i.e. Tuesday-Thursday classes, Monday-Wednesday-Friday classes),
distance courses have no set class time. The recurring theme is discipline, as the distance learner
has to reserve a set aside class time for working on coursework in the context of the other
responsibilities the learner is committed to (Simonson, et. al., 2012). This is corroborated from
personal experience, as the most successful personal class experience, performance-wise, came
when class was treated as a job, and time was set aside daily to work on coursework (i.e. 3PM5PM, 7PM-9PM). This helps to avoid any unforeseen issues that can potentially arise when
procrastination rears its ugly head that could serve as a hindrance towards meeting assignment
deadlines.
Instruction Assistance and Responsibilities
As told by one professor, instructors share in the responsibility of aiding students towards
meeting their educational goals. Instructors generally build ways into their courses for students
to communicate concerns, misunderstandings about assignment requirements, or difficulties
accessing course materials. In addition to contact details, this can come in the form of Q & A
discussion boards where students can voice the issue being experienced and either the instructor
or other students can attempt to address the aid in resolving the issue. Concurrently, this can
indirectly aid in resolving issues for multiple students at the same time (Simonson, et. al., 2012).
For distance learners new to online courses, many issues assistance is sought for pertains
to the course management system (CMS) chosen to manage the interconnection between the
learner, course materials, and the instructor themselves. If the instructor is not able to aid in
CMS-related issues, each respective CMS generally has contact information regarding getting a
hold of a CMS representative who can provide technical assistance.

EDIT 5370 MODULE 7 CASE STUDY

To further guide students towards completion of the required coursework, instructors will
generally provide a calendar or schedule of assignment due dates. To circumvent the same
questions being asked continuously about how to properly approach or complete assignments,
instructors will also model the assignment expectations with example work and outline the
requirements for satisfactory work with a rubric. If instructors still receive questions, they will
be more unique, more focused, and occur with less frequency (Simonson, et. al., 2012).
Conclusion
As with any new life experience that appears daunting, taking online classes gets easier
with each completed course under ones belt. With each class, the experience gained will help
respective learners to grow in valuable confidence. Without being able to avoid sounding clich,
what the distance learner gets out of an online class will reflect how much effort is put into
meeting the course requirements. Communication, discipline, and initiative are key ingredients
towards making an online learning experience an effective one.
References
Kili-akmak, E., Karatas, S., & Ocak, M. (2009). An analysis of factors affecting community
college students expectations on e-learning. Quarterly Review of Distance Education.
10(4), 351-361.
Macfarlane, C., & Smaldino, S. (1997). The electronic classroom at a distance. In R. Rittenhouse
& D. Spillers (Eds.), Modernizing the curriculum: The electronic classroom (pp. 171195). Springfield, MO: Charles Thomas.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a

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distance: Foundations of distance education. (5th Ed.). Boston, MA: Pearson Education
Inc.