It has been 14 weeks since I started back to school. At first I felt quite intimidated with the on-line learning environment, but I have grown to like it. It offers me some flexibility in my schedule. I think many people have a misconception that because it is on-line that it is not really the same thing as traditional school. In fact, I find that it requires more time than a traditional school.
I am required to sign on four days a week and make four posts on each of those days. Each post needs to be a minimum of 150 words in order to meet the participation requirements. I am sure if I were in a traditional classroom this would be much easier to do.
Then there is homework. Some of the assignments are quite easy while some are extremely difficult. I find that most of them can be done within a few hours. I have enjoyed both of the Communication classes that I have taken. I also enjoyed the Learning Skills In the Information Age class. I am not really enjoying the one class I thought I would like the most, Critical Thinking. This class has way to much terminology and it is easy to get confused. However, I am still getting pretty good grades, something I should have spent more time doing in high school.
Learning Skills In the Information age (Pretty Good HUH?)
Grade Summary (Week 1-Week 9) |
Grade: A | |
Total Percentage: | 99.6% | |
Your Total Score: | 996 | |
Total Possible Score: | 1000 |
Contemporary Business Communication (Not to shabby!)
Grade Summary (Week 1-Week 9) |
Grade: A | |
Total Percentage: | 96.3% | |
Your Total Score: | 963 | |
Total Possible Score: | 1000 |
Effective Essay Writing ( I know, week 3 and I'm down 3 points, don't ride me!)
Grade Summary (Week 1-Week 3) |
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Total Percentage: | 98.33% | |
Your Total Score: | 177 | |
Total Possible Score: | 180 |
Critical Thinking (So far so good)
Grade Summary (Week 1-Week 3) |
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Total Percentage: | 99.29% | |
Your Total Score: | 208.5 | |
Total Possible Score: | 210 |
At any rate, I'm swimming. It has been a great experience so far. Hopefully nothing changes.
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