Studying Skills for Online Learning

Much of the information you need to know in college classes is given in lectures. One of the main differences between learning from texts and learning from lectures is that in lectures, the professor controls the pace. If you are in a live session, you do not have the ability to pause the professor, go back, or slow down, like you do when viewing a video independently. Recorded lectures, on the other hand, give you these abilities, but may not grip your attention in the same way as a lecture that is unfolding in real time. 

Before class

1. Read assignments and do problems before class, not after. Don’t be fooled by the common myth that it’s not necessary to read before class if your professor goes over the material in class. This does not allow for longer-term memory and retention.

2. Briefly look at the syllabus or course schedule, so you are aware of the class topic and context.

3. List questions you have prior to the lecture. These could be questions from the previous class or from the reading. 

For live (synchronous) video lectures, technical issues can affect your viewing ability. Check your Wi-Fi signal before the lecture begins, and consider asking roommates or family members to pause any streaming or downloads that might weaken your Wi-Fi signal. If problems persist, try closing out of other browser tabs for the duration of your class. 

During class

Situate yourself for success.  For Zoom lectures, it is important to find a quiet area free from distractions, though this can prove difficult for many students. Try using headphones to help alleviate noisy spaces. Improve your ability to focus by limiting use of your phone and social media during the lecture. Remember that multitasking simply doesn’t work, and it will keep you from getting the most from your lecture.

Take good notes. It’s important to take good notes during class to have a solid resource to use to study for exams and to help yourself stay engaged during lecture. 

• Organize your notes so that you can easily and quickly go back and find information in the future.  

• Focus on the main concepts and facts instead of trying to record everything.

• Abbreviate, paraphrase, and use bullet points to stay concise and save time.

• Record questions or areas of confusion to investigate after class.

• Pick a style that works for you and be consistent.

• Choose a method: handwritten, digital, or digital pen? There are benefits and drawbacks to each of these, so carefully consider which one works best for you.

Stay focused. For online lectures, try wearing headphones. You can also take advantage of functions specific to videos, if your professor makes recordings available to you. Use the ‘pause’ function, for example, to take notes and watch videos at your own pace.  Although it can be tempting to watch recorded lectures at an accelerated speed, research shows that playback speed of 1.5x can lower your retention and can result in lower scores on assessments. Faster playback speeds are worse for complex, multi-step material (which most of your lectures probably are). Remember: this is all  about 1.5x. There hasn’t even been research on 2x playback speed, which is probably even less. 

Actively listen. Your professor may give verbal and nonverbal clues that information is important. Be on the lookout for definitions, examples, lists, superlatives (“most important,” “best,” “significant”), repetition, and voice or volume change. Make note of important information such as exam dates, homework assignments, or study suggestions.

After class

Test yourself. Ask yourself or a partner questions about the lecture and then try to answer them in your own words. Research shows that students who engage their brains in asking and answering questions outperform those who simply review their notes. Self-questioning is an active strategy that allows you to determine what’s important during a lecture and think about the information deeper and in different ways. Use free online study tools, like Quizlet to create self-study flashcards.

Summarize. Go over the main points of the lecture in your own words. Color-code or highlight key terms and ideas.

Revisit your notes. After class, fill in any gaps you may have missed during class and write down anything you didn’t get to in class. If the lecture was on Zoom, see if you can access a transcript if a downloaded transcript would help.

Remote collaboration will look a little different, but it is definitely possible--though it is even more vital to make and keep your commitments to your group members--as anxious as you may be for remote group work, they are likely just as anxious. Let's look at some tips and strategies for success:

• Do not procrastinate. That group project may be out-of-sight, out-of-mind if you aren’t seeing each other regularly. Resist the urge to put it off, as the work you do (or don't do) affects your group-mates schedules and work-flow. Determine whether your professor has a specific group space (like a Brightspace Discussion Board), but if not, you can still connect! Make small progress and make a plan for how and when you will stay in touch. 

• Meet regularly, consider a quick text on a group chat about progress every couple of days. Ideally, have real conversations over video for any week you’re working together. The tools available to you as UMPI students include Zoom and Google Meet to make video calls, and Google Chat for group chat messaging and sharing links, and work.

• Set a purpose and make goals for meetings and use a shared document. Meetings might feel different when using video, even if your team was really good at working informally in the past. Try to set the purpose of your meeting in advance. Take notes in a shared doc so you can all contribute and follow along--and to report out about group contributions, if your instructor requires it.

• Turn cameras on in group sessions, when you can. As long as you can see whatever you need to collaborate, aim to keep the video visible on your computer screen. It’ll help you see the expressions of your teammates and stay connected to each other. 

• Check on each other and ask for backup: If someone has been absent from your group meetings or chat, ask them directly if they’re still able to participate in the project. If you aren’t getting responses within a day or two, let your instructor know. Know it isn’t being petty, it’s your team’s responsibility. 

• UMPI Safe Return COVID-19 FAQ page

• UMPI CTL Student Learning Tool Resources

• US:IT Virtual Help Desk

• Counseling and Student Support Services

• Tutoring Services and Help for Students with Disabilities

• IT Helpdesk Support and/or troubleshooting