online readiness self-check

Are you ready to take an online course? The following concept areas and reflective questions will guide you in understanding your strengths, areas for improvement, and the skills needed to thrive in a virtual learning environment. Embark on this journey to ensure you're fully prepared for success in online education!

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Time Management & Self-Regulation

Can I stick to a schedule or routine when there are no set class times?

Do I regularly set short-term goals and track my progress toward them?

When distractions arise, how easily can I refocus and stay on task?

Time Management & Self Reflection includes the ability to work independently, be self-disciplined, set goals, track progress, and adhere to a schedule without the structured environment of a physical classroom.

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Communication Skills

Do I feel confident expressing my thoughts clearly in writing, such as in discussion boards or emails?

How comfortable am I reaching out to peers or instructors when I have a question or idea?

Do I take time to read and thoughtfully respond to others in online discussions?

Communication Skills involve the ability to interact effectively via emails, discussion boards, and other written formats while collaborating in a virtual space.

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Learning Environment

Do I have a consistent space that supports my focus and minimizes distractions?

Is my internet connection and equipment (e.g., computer, webcam) reliable for attending virtual classes or completing online work?

Does my learning space meet my institution’s remote proctoring requirement for online examinations?

Maintaining a good Learning Environment means having a dedicated space free from learning distractions, secure internet, and appropriate technology.

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Technical Proficiency

Can I independently navigate my institution’s learning management system (Canvas, Blackboard, etc.) and access course materials with ease?

How confident am I in resolving common technical issues, such as video playback or file uploads?

Do I know how to find help when I run into a technical problem?

Technical Proficiency includes familiarity with internet navigation, using a learning management systems (LMS), and troubleshooting common technical issues.

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Digital Security and Information Literacy

Do I evaluate the reliability of online sources before using them in assignments?

Am I mindful of my digital privacy, such as using strong passwords and avoiding phishing attempts?

Do I know how to distinguish between credible information and misinformation online?

Digital Security and Information Literacy includes skills in evaluating quality online information, resources, and tools while protecting one’s privacy and security.

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Help-Seeking Behavior & Resource Utilization

When I’m stuck or struggling, do I know who or where to turn to for academic help at my institution?

How often do I take advantage of my institution's student support services (tutoring center, life coaching, financial aid office, etc.)?

Do I feel comfortable asking for help—even if I’m unsure where to start?

Help-Seeking Behavior & Resource Utilization involves being proactive in seeking help when needed, whether through academic support services, peer connections, or instructor interactions.

Adaptability and Resilience

How well do I adjust when plans change or unexpected obstacles come up?

Do I have backup strategies if my technology or schedule fails?

When faced with setbacks, do I find ways to move forward and stay committed to my learning?

Adaptability and Resilience involves adapting to changing schedules, technologies, and unexpected challenges, managing cognitive load, and adjusting strategies when needed.

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Mindset and Motivation

Do I believe I can improve my skills and performance with consistent effort and feedback?

How do I respond to constructive criticism or lower-than-expected grades?

Am I motivated to engage in learning even when the material feels difficult or unfamiliar?

Having quality Mindset and Motivation includes believing that skills can be developed through effort; including asking for, reflecting on, and incorporating instructor feedback.

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