FACULTY OF BUSINESS AND MANAGEMENT

OUMH 1103
LEARNING SKILLS FOR OPEN DISTANCE LEARNERS

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ACTIVITY 1
Yes, I agree with the statement. At its most basic, study skill means being open to new
experiences and ideas, and allowing yourselves to grow from what you encounter in the
world. A simple definition of study skills is all the skills that are provided to a learner like me
to equip him or her with the necessary knowledge to function efficiently as a learner.
According to Schumaker and Sheldon (1985), these are techniques, principles, or rules which
enable a student to learn to solve problems and complete tasks independently.
Research shows that learning skills affect academic achievement whereby they expect an
increase in academic skills and performance. The importance of learning skills is also
manifested in the many instruments that have evolved.
The 21st century learning skills are often called the 4 Cs which are critical thinking, creative
thinking, communicating and collaborating. These skills help students learn and so they are
vital to success in school and beyond.
Critical thinking is focused, careful analysis of something to better understand it. When
people speak of left brain activity, they are usually referring to critical thinking.
Creative thinking is expansive, open-ended invention and discovery of possibilities. When
people speak of right brain activity, they most often mean creative thinking.
Communicating is a sort of analysing the situation means thinking about the subject, purpose,
sender, receiver, medium, and context of a message. Choosing a medium involves deciding
the most appropriate way to deliver a message, ranging from a face-to-face chat to a 400-page
report. Evaluating messages means deciding whether they are correct, complete, reliable,
authoritative, and up-to-date.
Collaborating is allocating resources and a responsibility to ensure that all members of a team
can work optimally. Brainstorming ideas in a group involves rapidly suggesting and writing
down ideas without pausing to critique them. Decision-making requires sorting through the
many options provided to the group and arriving at a single option to move forward.
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ACTIVITY 2
Developing time management skills is a journey for me that may begin with a guide, but
needs practice and other guidance along the way. One goal is to help myself become aware of
how I use my time as one resource in organizing, prioritizing and succeeding in my studies in
the context of competing activities of friends, work and family.
I apply strategies on using time in my daily life to keep the time management to be on track.
These applications of time management have proven to be effective as good study habits for
me.
Firstly, I dedicated study spaces to determine a place free from distraction (no cell phone or
text messaging) where I can maximize my concentration and be free of the distractions that
friends or hobbies can bring. I should also have a back-up space that I can escape to, like the
library, departmental study centre, even a coffee shop where I can be anonymous. A change
of venue may also bring extra resources for me instead.
Secondly, I prioritize my assignments. When studying, I must get in the habit of beginning
with the most difficult subject or task. I'll be fresh and have more energy to take them on
when I am at my best. For more difficult courses of study, I try to be flexible, for example, I
build in reaction time when I can get feedback on assignments before they are due.
Thirdly, I use my free time wisely. Think of times when I can study "bits" as when walking,
riding the bus or even chilling out at coffee house. Perhaps I've got music to listen to for my
course in music appreciation or drills in language learning. This applies when I am on the
way to a destination. It is perfect for routine tasks like flash cards or if I can concentrate, I
will get to read or review a chapter. The bottom line is to put my time to good use.
Last but not least, I review notes and readings just before class. This may prompt a question
or two about something I do not quite understand, to ask about in class, or after. It also
demonstrates to the lecturer that I am interested and have prepared. After that, I need to
review lecture notes just after class. Then review lecture material immediately after class. The
first 24 hours are critical because forgetting is greatest within 24 hours without review.
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ACTIVITY 3
a) Annotation

Memory itself probably cannot be developed; however, improvement

in remembering comes from correcting certain habits or thoughts so
that we use our memory to its fullest potential. Remembering is like
seeing; improvement in either function does not depend upon how
much we use it, but, rather, how we use it.

Memory Remember How to apply!

The first and most important rule for remembering is: cultivate the habit
of close attention to the thing you wish to remember. Be sure you have
a clear, sharp impression of the face, name, date, or facts, which you
will need to know at a future time. If you wish to remember a fact,
make it meaningful to you.

Recall in the
future - face,
name, date,
facts
(description is
vital)

When we are learning, we should try not only to get a strong

impression, but also to obtain as many different kinds of impressions as
possible. Some people can remember colours distinctly, but have a
Recalling the
poor memory for shapes. But anyone, by putting together and using all
of the impressions our sense organs bring us about one thing, allows us memorization Impression on
to remember it much more clearly than if we were to rely on sight or
sound alone. For example, try reading your lesson aloud. In doing this,
sound, place,
your eye takes on the appearance of the printed word, your ear passes
colour, etc.
the sound of the words to your brain, and even the tension of the
muscles of your throat add their bit to the total impression which your
mind is expected to store away.
Try to visualize it. Either remember a diagram or a picture of the
VISUALIZE THE
material to be remembered, or take short notes about it, which help you
EVENT!!!
to visualize.
Intend to remember. The mere intention to remember puts the mind in
Make effort to
a condition to remember, and if you will make use of this fact in
remember.
studying you will be able to recall between 20 and 60 percent more of
what you read and hear than you would if you were not actively trying
ALWAYS!
to remember.

Think about it. A fact doesn't belong to you until you have used it. In
making use of this principle, plan to spend not more than one-half of
your study period in reading your lesson. Use the other half in doing
something with what you learn. Think about what you have studied,
write down notes on it, and explain it to somebody else.

APPLY the
content in life
or share it to
other!

Logical memory. One of the most important of all aids to the

remembering process is the habit of associating a new idea immediately
with facts or ideas that already firmly lodged in your mind. This
association revives and strengthens the old memories and prevents the
new one from slipping away by anchoring it to the well-established
framework of your mental world.

Connect the
memory with
EACH OTHER!
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Remembering by brute force. We will forget more, on the average,

during the first hour after learning than during the next 24 hours; and
we will forget more, on the average, during the first day than we will
during the next thirty days. Whatever is left after thirty days time, we
will probably be able to hold on to without much further loss for years
to come.
Reviewing is much more effective if carried out before memories have
entirely escaped than it is after considerable time has elapsed.
Repetitions should be strung out over as long a time as is available. We
remember better if we pause a little between periods of study.

How much to study? You should study more than just enough to
learn your assignment. Experiments have proven that 50% more study
10 resulted in 50% better retention. After a week had passed, it was found
that extra work had salvaged six times as much of the material as in the
case when it was barely learned.

MEMORY REMEMBER HOW TO

APPLY IT.
DO MORE,
LEARN MORE,
PUT EXTRA
EFFORT.

REVIEW AND
REPEAT the
process PAUSE in
b) Mind Map
between.

RECALL the
occasion on
TIMELY BASIS!
REVIEW the
process REPEAT the
process PAUSE in
between
If you think
you are dumb,
then DO MORE,
LEARN EXTRA
AND PUT
MORE EFFORT
on it. GOT IT?!

RECALL IN
THE FUTURE FACE, NAME,
DATE, FACTS
(desciption is
vital).
RECALLING
THE
MEMORIZATI
ON Impression of
sound, place,
colour, etc.

MEMORIZATI
ON

RECALL THE
OCCASION
ON TIMELY
BASIS.
CONNECT
THE MEMORY
(old & new)
WITH EACH
OTHER.

APPLY THE
CONTENT IN
REAL LIFE OR
SHARE TO
OTHERS.

VISUALLIZE
THE EVENT.

ALWAYS
MAKE AN
EFFORT TO
REMEMBER.
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ACTIVITY 4
One of the benefits of myVLE is that student are exposed to many experts in the particular
course they are enrolled in. Professor and lecturer or even students can create several online
study groups to discuss on any topics related to their preferences. As the students and lectures

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are from different backgrounds, ones thinking and view is not limited to just ones
perspective but it becomes multifaceted.
Another advantage of myVLE is that students can work around their workplace and family
obligations which are great for students who are working like me or professionals who want
to increase their knowledge base. Many working students would also save cost from
travelling from the workplace to the study centre thus enabling them to be more financially
wise. Students who have laptop can also access the web-based platform wherever they are as
long as internet connectivity is present.
On top of that, I look into how myVLE can support open and distance learning, especially on
my online learning environment. Although there are a number of tools, I will only discuss the
menus and tools that will enhance your personalised and collaborative online learning. I can
categorise the benefits of these tools into four aspects:
1) Self-assessment Anytime and anywhere.
2) Course materials and references Versatilities of information could be gathered.
3) Communication and collaborative learning Discussion of the group assignments
could be easier.
4) Sharing resources and information Any confusion on the learning process could be
solved in a short period.

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