Part 1
Now that you have completed the online eLearnReady Assessment, did anything about your results surprise you? Think about your learning styles, life factors, technical knowledge, etc. Write a Reflection Paragraph sharing what you learned about yourself from the results of this assessment.
Below are the guidelines to follow for writing/submitting your Reflection Paragraph:
Use Times New Roman font (12 point).
Type one paragraph of content, single spaced.
Centered at the top of the paper, you must include your first and last name, a title of the paragraph (ex: eLearnReady Reflection), and the current semester/year (ex: Fall 2020).
Save your paragraph on your computer as a PDF or Word Document. Name your file eLearnReady_Last Name. Ex: eLearnReady_Bailey
Click on the above maroon title “eLearnReady Reflection Paragraph” to access the submission page.
Click on “Browse my Computer” and find where you saved your paper and select it.
Scroll to the bottom of the submission page after attaching your paper and hit submit.
You will be evaluated on following the above formatting, organization of your thoughts, grammar/spelling, and how well you describe your thoughts on the eLearnReady Assessment results.
Score
Your eLearnReady Scores vs. Averages
9393
9393
100100
9090
8787
6767
7676
9090
100100
8282
7676
6767
6767
7070
7575
6767
8989
8585
Your scores
Average
Self-Motivation
Self-Management
Communication with Instructor
Interaction with Peers
Learning Preference: Text
Learning Preference: Visual
Learning Preference: Auditory
Technology Skills
Classroom Website
40
60
80
100
20
Note: The eLearnReady average represents the averages of all students who have taken this eLearnReady tool. These average scores are automatically updated monthly.
Nine dimensions eLearning Readiness Your Scores Average
Self-Motivation 93 (high proficiency) 85
Self-Management 93 (high proficiency) 76
Communication with Instructor 100 (high proficiency) 67
Interaction with Peers 90 (high proficiency) 67
Learning Preference – Text 87 (high proficiency) 70
Learning Preference – Visual 67 (moderate proficiency) 75
Learning Preference – Auditory 76 (high proficiency) 67
Technology Skills 90 (moderate proficiency) 89
Classroom Website 100 (high proficiency) 85
Self-Motivation
9393
30
40
50
60
70
80
90
100
This dimension measures your motivation level for this course. The maximum possible score for this dimension is 100 and you score a total of 93 (high proficiency), indicating you understand the connection between your coursework and your long-term goals. You plan ahead. You devote significant time and resources to accomplish tasks. Your level of motivation helps you overcome difficulties and obstacles to complete your goals. Others view you as an organized leader. The following tips could help you maintain a high level of motivation.
Ways to Improve your Self-Motivation:
Set goals that will motivate you.
Read your course syllabus. Knowing what is expected of you will help you reach your goals.
Find a study partner. You can help and motivate each other.
Make a connection between your coursework and your personal goals.
When setbacks occur, stay focused on your goals.
View Transcript
Self-Management
9393
30
40
50
60
70
80
90
100
Your self-management score is 93 (high proficiency), meaning you like to keep your time and your life organized. You pay attention to the course schedule, and commit yourself to completing assignments on time. Excellent! The following tips could help with your management of online study.
Ways to Improve your Self-Management:
Manage your time:
Mark deadlines and due dates on a calendar.
Estimate the time needed for completion.
Make a schedule to complete assignments and stick to your plan.
Manage your work:
Make a to-do list.
Focus on one task at a time.
Find a quiet learning environment that is free from distractions.
Finish a task, cross it off, and move on to the next one.
View Transcript
Communication with Instructor
100100
30
40
50
60
70
80
90
100
Your Communication with Instructor score is 100 (high proficiency), indicating without frequent and consistent instructor feedback you are likely to get frustrated with the course. You prefer immediate responses and want quick turnaround time from your instructor. The tips below help with your desire for the instructor’s feedback.
Ways to Improve your Communication with your Instructor:
Always communicate in a polite and professional manner.
Understand that your instructor will not always be online, so start assignments early in case you have questions.
Communicate with your instructor via email, phone call, or discussion board as directed in your syllabus.
If you have a question, ask it.
View Transcript
Interaction with Peers
9090
30
40
50
60
70
80
90
100
Your Interaction with Peers score is 90 (high proficiency), indicating being part of the learning community is important to you. You gain much more from group discussion and interaction. You may become frustrated if the class has limited interaction. Look for multiple ways to interact with your instructor and classmates by using some tips below.
Ways to Improve your Interaction with Peers:
Always communicate in a polite and professional manner.
Check course discussions frequently.
Make connections with other students.
Form study groups.
Be brave and participate in class discussions even if you feel hesitant.
View Transcript
Learning Preference: Text
8787
30
40
50
60
70
80
90
100
Your Learning Preference: Text score is 87 (high proficiency), indicating you learn best when information is presented in a written language format. In a classroom setting, you benefit from instructors who write on the board (or overhead projector) to list the essential points of a lecture, or who provide you with an outline to follow along with during lecture. You benefit from information obtained from textbooks and class notes. You tend to like to study by yourself in a quiet room. The tips below would help with your learning preference.
Study Tips for Materials Presented in a Text Format:
When learning information presented in diagrams or illustrations, write out explanations for the information.
Write out sentences and key phrases in the margin.
Discussions and course content are there to look at whenever you want. Go back and revisit discussions that may help you.
Find a quiet reading environment that is free from distractions.
View Transcript
Learning Preference: Visual
6767
30
40
50
60
70
80
90
100
Your Learning Preference: Visual score is 67 (moderate proficiency), indicating you may utilize some charts, graphs, tables, infographics or other visuals when studying although they are not your exclusive preference. You may also integrate listening, reading and other multimedia into your studying. You might find that the following tips are useful.
Study Tips for Materials Presented in a Visual Format:
Use links provided by instructors—they often will provide a multimedia experience that can help your visual needs.
Create diagrams, flow charts, and maps to help you visualize course concepts or notes.
Use keywords, symbols, and diagrams when taking notes.
View Transcript
Learning Preference: Auditory
7676
30
40
50
60
70
80
90
100
Your Learning Preference: Auditory score is 76 (high proficiency), indicating you learn best when information is presented in an auditory, oral language format. In a classroom setting, you benefit from listening to lectures and participating in group discussions. You also benefit from obtaining information from audio tape, mp3, or podcast. When trying to remember something, you can often “hear” the way someone told you the information, or the way you previously repeated it out loud. You learn best when interacting with others in a listening/speaking exchange. You will find the following tips are very helpful while studying course materials.
Study Tips for Materials Presented in an Auditory Format:
Form a study group in which you discuss course content with others.
When studying, read out loud.
Use links provided by professors—they often will provide a multimedia experience that can help your listening needs.
Use the video tools in your course; do not be overwhelmed by the content. Rewind and replay if you do not understand something.
View Transcript
Technology Skills
9090
30
40
50
60
70
80
90
100
Your overall score for the Technology Skills is 90 (moderate proficiency), indicating you may not be confident in or that you may be unsure of your technology skills. Spend some extra time familiarizing yourself with any special technology requirements for the course. The tips below offer some ideas for improving your technology skills.
Suggestions for Managing Technology in Online Learning:
Review your professor’s syllabus for any specific or specialized technology requirements.
Experiment with how the course works. Understand that others will struggle too, and ask for help.
Use any orientation materials available.
Make a general visit to your Student Technology Resource Center or to their website.
After trying to solve a technical problem for 20 minutes, make sure to contact your instructor or help center.
Identify a single computer that you will use for the online course (if possible), so you can keep track of your files and know the computer’s capabilities.
Do not wait until the last minute to submit assignments or take quizzes.
Try to have a back-up plan for technology.
View Transcript
Classroom Website
100100
30
40
50
60
70
80
90
100
Your overall score for Classroom Website is 100 (high proficiency), indicating you are reportedly proficient with a classroom website and have experience from your other courses or you adapt quickly to an online environment. Be sure to note any differences in this course from other courses. Although you are quite familiar with a classroom website, the tips below might provide some useful ideas that you haven’t thought of before.
Suggestions for Online Learning:
Navigate through the course to learn your way around. Ask your instructor for help if you are confused.
Read your syllabus carefully and find out:
how to contact your instructor
important course policies
how your course grade is calculated
what materials are required
assignment schedule
Use a calendar to keep track of deadlines.
View Transcript
Part2
Honor Code – Discussion
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Referring to the seven myths of academic dishonesty discussed in this module, have you ever heard a classmate or coworker use one of these? Did you agree or disagree with their logic?
Academic Dishonesty Myths
1. It is okay if I cheat. Everyone does it.
Although there are many people who do cheat, not everyone does.
On an academic integrity survey conducted at MSU, 3% of students reported that it was their responsibility not to cheat, and 85.7% reported that it would be morally wrong to cheat on a test.
Integrity is about doing the right thing despite what others do.
“People of character do the right thing, even when it costs more than they want to pay” (University of California at Santa Barbara).
2. Cheaters tend to be more successful in life than those who are honest.
While some people do prosper in the short-run by acting without integrity, in the long-run their actions will prove harmful to them.
Cheaters do not obtain the skills and knowledge that their degree implies that they have.
“This myth attempts to use short-term self-interest as an acceptable justification for cheating. If this were so, we would have no basis for objecting to people who lie on their resumes to get a job, or to executives who lie or cheat in their job to keep it or get a promotion, or to politicians who lie to get elected, or to people who steal because they don’t have enough money to buy what they want” (University of California at Santa Barbara).
3. “I need to cheat so I can make good grades to please my parents, get accepted to grad school and get a job”
Your parents would not want you to act without integrity, even if it is to make higher grades.
If you are caught cheating, you could be suspended from the University and not obtain your degree. Your parents would not be pleased, and your chances of getting into grad school or obtaining a degree would decrease dramatically.
“There are multiple factors that graduate schools take into consideration during the admissions process, such as extracurricular involvement, standardized test scores, interviews, and personal statements. Grades are only one factor” (University of California at Santa Barbara).
Consider the process and not just the results. Obtaining a college education is not simply about having good grades. It also concerns learning something that you can use to better society in the future.
4. No one gets in trouble for cheating or plagiarizing at Mississippi State.
From 2010-2011, 270 cases of academic dishonesty were referred to the Student Honor Code Office. Of those 270 students, 9 were suspended from MSU, 56 received an XF sanction, 69 received a lowered course grade, 64 received a zero on the assignment, and 4 received an “F” in the course.
On an academic integrity survey conducted at MSU, 2% of students reported that the penalties associated with academic dishonesty were severe or very severe.
5. Information obtained from the internet does not have to be cited.
Failure to cite, no matter the source, is plagiarism!
Even if you fail to cite only one sentence, it is still considered plagiarism.
6. Simply re-arranging words from a passage is paraphrasing.
Paraphrasing is a restatement of a passage in your own words.
Simply re-arranging words or substituting words is not paraphrasing.
You should always include the proper citation when you paraphrase or quote another person’s thoughts.
7. If you can’t prove that cheating or plagiarism has occurred beyond a shadow of doubt, then I can’t be punished.
You do not have to be caught on camera to be found responsible for cheating. The decision regarding whether academic dishonesty has occurred is based upon the preponderance of evidence.
96% of the students reported for academic dishonesty were found responsible and received a sanction.
People of character strive to do the right thing regardless of who is watching.
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