More and more, adult learners are finding the convenience and flexibility of online learning a match for their learning goals and busy lifestyles. Online degree programs, courses, and virtual universities targeting adult learners have proliferated in the past decade. Although students can easily locate an online course or degree program that's both convenient and accessible, they may face significant challenges in developing a new set of skills for this type of instruction.

Educators have speculated on the development of student skills necessary to succeed in online learning, but relatively few publications cover the topic from the perspective of successful online students. I developed the study summarized here to provide this perspective and to identify useful strategies that instructors can promote in their online courses.

Methodology
The study began with the development of a set of questions that emerged from a group of online course designers, faculty, and administrators I consulted for ideas. The question set was reviewed and edited by a larger group of faculty and administrators, and an online survey instrument was developed.

Participants for this study were selected from a list of graduates who had earned their degrees by taking 80 percent or more of their courses exclusively online. Students achieving a 3.50 cumulative grade point average or better were invited to participate in the study. Of the 93 students invited to participate, 59 did so. Survey answers were open-ended, allowing respondents to describe online learning techniques they found useful and to tell the stories of their experiences as online students.1

Successful Online Students Identify Seven Tips
Students responding to the survey agreed on a number of practical steps that helped them succeed in their online courses:

1. Develop a time-management strategy.
Students were asked what time-management strategies they found most helpful. One challenge facing an online student is the self-discipline required to devote adequate time to class in courses that might not have regularly scheduled times to meet synchronously online or in person. Most students found that establishing their own schedules for class time helped them ensure enough time for class participation. One student commented,

Setting and staying to specific study days was one factor that worked for me. For example, in the evenings, throughout the week, I read my lessons. Saturdays were generally reserved for writing assignments. Saturdays were also devoted to responding to other online postings and building on what I had already submitted.

Another student stated that designating specific times to read, complete written assignments, and post dialogue to other students proved helpful. Students also emphasized the need to create a schedule that gave them some flexibility and wasn't overwhelming. One student explained, "I was careful not to put too much pressure upon myself when completing a homework assignment. I found that doing a little bit here and there avoided trying to do too much all at once." Developing a schedule that designates specific times to log in to and participate in class and to carry out other course-related activities such as reading and doing research promotes a student's success as an online learner. Students identified the most helpful time-management strategies as setting a schedule for study time (78.9 percent) and devoting time daily to the course (31.6 percent).

A key difference between in-person and online learning is the independence and ability to participate in the online class at a time convenient to the student. This also presents a potential problem, as procrastination could cause a student to fall behind in the online course. The graduates who participated in the study were asked how they avoided this problem. A few students (15.8 percent) commented that logging in to their course portal every day and checking for new postings or updates helped prevent them from falling behind. Other students (36.8 percent) commented that weekly assignments from the instructor kept them on a regular schedule in the course. One student explained,

You have to discipline yourself in maintaining your schedule and not allow any distractions to disrupt your plan. I would allow myself one hour of winding down from work, eat my dinner, and get to my study room. I found that if I put in about 3–4 hours of studying during the week, the weekly assignment would be completed by Thursday or Friday.

Another student stated that an upfront planning process was critical to succeeding in the online course because studying was integrated with many other responsibilities.

2. Make the most of online discussions.

Student interaction mostly occurs through an online threaded discussion that allows students and instructors to interact in asynchronous time. This is a significant shift for students accustomed to in-class discussions. It may provide opportunities for richer discourse through written discussion that allows students to spend time crafting their responses. When asked how they made the most of their online interaction with other students, these students mentioned some interesting techniques. One student commented, "Interacting with the other students was the fun part of my (online) classes. As much as possible, I would post a response, question, or comment to another student's posting. This built up an online relationship." Another student suggested, "Respond to several student postings, but make sure you have something meaningful to add, don't just say 'good post.' Also, don't always interact with the same few classmates. Look for something to say with various students."

Participating in threaded discussions helped 52.6 percent benefit most from interaction with their classmates, while reading the responses of others helped 15.8 percent. About 21 percent found e-mailing outside of the course platform a useful way to interact with their fellows.

The instructor's role is important in encouraging class discussions online. A student explained, "Weekly discussions were best when the teacher encouraged it, especially by having pro versus con discussion, or asking 'why' or 'how' questions." Instructors who establish clear expectations as to how threaded discussions are used or who ask specific questions in response to student postings can expect to encourage richer online dialogue. Students who incorporate a plan for regular communication with their classmates into their overall course schedule will have greater success in their online course.

3. Use it or lose it.
One challenge some students face when learning online is retention of the course content. Students surveyed agreed that finding a way to apply the concepts helped them retain the information. "I applied the 'use-or-lose' technique. As soon as I'd read or study it, I put the knowledge to work through collaboration with students or at my place of employment."

One way to apply these concepts goes back to the use of the online threaded discussion. Concepts can be interpreted and restated in each student's own words in an active dialogue with others.

Another student commented that "applying the new material to what I already knew" was a helpful way to retain the material from the online course. Several successful online students mentioned that they retained what they read by developing a way to apply those concepts to a current or past experience, for example at work (31.6 percent). Just under half of the students (47.4 percent) explained that taking handwritten notes from the online text helped them retain essential points. One student explained that she "took notes from the book and micro lectures, just as if [I] were in a regular face-to-face