Is Learning Math Online Right for You?

Answer each question honestly.

1. My need to take this course now is:

a. High ­ I need it immediately for a specific goal.
b. Moderate ­ I could take it on campus later or substitute another course.
c. Low ­ It could be postponed.

2. Feeling that I am part of a class is:

a. Not particularly necessary to me.
b. Somewhat important to me.
c. Very important to me.

3. I would classify myself as someone who:

a. Often gets things done ahead of time.
b. Needs reminding to get things done on time.
c. Puts things off until the last minute or doesn't complete them.

4. When an instructor hands out directions for an assignment, I prefer:

a. Figuring out the instructions myself.
b. Trying to follow the directions on my own, then asking for help as needed.
c. Having the instructions explained to me.

5. Considering my professional and personal schedule, the amount of time I have to work on a distance-learning course is:

a. More than enough for an on-campus course.
b. The same as for a class held on campus.
c. Less than for a class held on campus.

6. Coming to campus on a regular schedule is:

a. Extremely difficult for me ­ I have commitments (work, family or personal) during times when classes are offered.
b. A little difficult, but I can rearrange my priorities to allow for regular attendance on campus.
c. Easy for me.

7. I would classify myself as:

a. Good at math, I can usually understand without extra help.
b. Average at math, I sometimes need help to understand.
c. Struggling when it comes to math.

8. When I need help understanding math:

a. I am comfortable approaching an instructor to ask for clarification.
b. I am uncomfortable approaching an instructor, but do it anyway.
c. I never approach an instructor to admit I don't understand something.


Scoring
Add 3 points for each "a" that you circled, 2 for each "b," and 1 for each "c." If you scored 16 or more, a distance-learning course is a real possibility for you. If you scored between 10 and 16, distance-learning courses may work for you, but you may need to make a few adjustments in your schedule and study habits to succeed. If you scored 9 or less, distance learning currently may not be the best alternative for you.

Explanations
Distance-learning students sometimes neglect their courses because of personal or professional circumstances. Having a compelling reason for taking the course helps motivate the student to stick with the course.

Some students prefer the independence of Distance Learning; others find the independence uncomfortable and miss being part of the classroom experience.

Distance-learning courses give students greater freedom of scheduling, but they can require more self-discipline than on-campus classes.

Some people learn best by interacting with other students and instructors. Others learn better by listening, reading and reviewing on their own. Distance-learning courses provide less opportunity for group interaction than most on-campus courses.

Distance Learning requires you to work from written directions.

Distance Learning requires at least as much time as on-campus courses (usually more). Students surveyed say that distance-learning courses are as hard or harder than on-campus courses.

Most people who are successful with Distance Learning find it difficult to come to campus on a regular basis because of their work, family or personal schedules.

While some students who have stuggled with math in the past are successful in Distance Learning because they can utilize the online materials and view them over and over if necessary, the majority of students who have struggled with math in the past, struggle even more learning it online.

Students who do well in distance-learning courses are usually comfortable contacting the instructor as soon as they need help with the course.

This questionnaire is adapted from "Are Telecourses for Me?" from PBS-Adult Learning Service, The Agenda, Spring 1994.)