T E X T

Now, according to an annual survey by the Babson Survey Research Group and the Online Learning Consortium, more than 6.3 million students took at least one distance education course in the Fall 2016 semester (the most recent academic year for which data is available). That’s 31.6 percent of all higher education enrollments, according to the study, and about half of them were taking all of their classes online.

Many of these students are traditional age. But for adult students (generally defined as those 25 and over, working fulltime jobs or with parenting responsibilities) online education is a particularly attractive option. Citing several studies, Louis Soares, chief learning and innovation officer for the American Council on Education, says that about a third of all adult students — roughly 13 million — are pursuing advanced degrees online.

“I think it has given adult students more opportunities,” Mr. Soares said. “If done correctly, online education can create a robust learning experience.”

Research has shown that students can learn as well online as they can in a face to face classroom, according to Jovita Ross- Gordon, a professor at Texas State University.

“In terms of pros and cons, it offers great convenience and access for populations who might not otherwise have it,” said Professor Ross-Gordon, an expert on adult education. “But a certain degree of self-direction is required. And it can be isolating for some folks.”

The vast majority of colleges and universities in the United States offer at least some online classes, but there are still those who question its legitimacy and also the quality of for-profit colleges whose curriculum is offered solely online.

Walden University, where Mr. Haynes is earning his doctoral degree, is one such institution. He said that he researched the school through the V.A. and other sources, and heard positive reports from a friend who was also pursuing his doctorate in business administration at Walden, which Mr. Haynes learned was accredited by the Accreditation Council for Business Schools.

For Manda Gibson, online education is the preferred mode of learning. “I love it,” said Ms. Gibson, 45, the mother of four, who works full-time as an instructional designer at Simpson College in Indianola, Iowa. Ms. Gibson is pursuing her master’s in business administration online with

Colorado State University-Global Campus, and before that earned a bachelor of arts in management, taking mostly online classes, at Simpson.

“When I sit in a regular class, my mind wanders,” she says. “`Did I do this for my kids?’ ‘What am I making for dinner tonight?’ When I do online, I can say, ‘this hour is my hour.’”

But she says, with the flexibility of online education comes responsibility. “You have to take it seriously,” she said. “Some people think online classes are easier. I think it’s actually more work. Because you might have to spend more time with the content.”

Time is a commodity that Mr. Haynes, like many adult learners, has little of. He and his wife — Sgt. Chelsea Aiko Haynes of the Army — have six children, ranging in age from 1 to 17. He is also active with the Semper Fi Fund, a nonprofit organization that provides financial assistance for catastrophically injured servicemen and women. But most days, after the children are off to school and his wife is at her job at the Pentagon, he sits down in the living room with his MacBook Air and gets ready to learn. “I open the blinds to get some natural sunlight in,” he said. “The TV’s off, the phone’s on vibrate. And I commit myself fully to my studies.”

Here are some tips for success in online education for adult learners, from Jeremy Haynes and Manda Gibson, two students who have flourished in this learning environment, and from George Haber, an adjunct professor at Vaughn College in Queens, and a veteran of over 25 years of teaching online.

Set aside specific time periods when you can do required reading or writing and stick to the schedule, whether it’s an hour a night three nights a week; Saturday or Sunday morning; or some combination.

Get acquainted with your academic adviser from the start, as he or she is your lifeline for anything at the institution.

Choose a subject for your first online class that you’re interested in, if possible. You will be more likely to become engaged in the material and learn the technology.

Ask questions and reach out for help early. Don’t get frustrated if you don’t understand something; a quality online program will not only have self-help tutorials, but also good student services to help with the details.

Take part in any online discussions or forums. Your lack of participation will be easily noted by the instructor.

https://www.nytimes.com/2018/11/01/

T E X T

Now, according to an annual survey by the Babson Survey Research Group and the Online Learning Consortium, more than 6.3 million students took at least one distance education course in the Fall 2016 semester (the most recent academic year for which data is available). That’s 31.6 percent of all higher education enrollments, according to the study, and about half of them were taking all of their classes online.

Many of these students are traditional age. But for adult students (generally defined as those 25 and over, working fulltime jobs or with parenting responsibilities) online education is a particularly attractive option. Citing several studies, Louis Soares, chief learning and innovation officer for the American Council on Education, says that about a third of all adult students — roughly 13 million — are pursuing advanced degrees online.

“I think it has given adult students more opportunities,” Mr. Soares said. “If done correctly, online education can create a robust learning experience.”

Research has shown that students can learn as well online as they can in a face to face classroom, according to Jovita Ross- Gordon, a professor at Texas State University.

“In terms of pros and cons, it offers great convenience and access for populations who might not otherwise have it,” said Professor Ross-Gordon, an expert on adult education. “But a certain degree of self-direction is required. And it can be isolating for some folks.”

The vast majority of colleges and universities in the United States offer at least some online classes, but there are still those who question its legitimacy and also the quality of for-profit colleges whose curriculum is offered solely online.

Walden University, where Mr. Haynes is earning his doctoral degree, is one such institution. He said that he researched the school through the V.A. and other sources, and heard positive reports from a friend who was also pursuing his doctorate in business administration at Walden, which Mr. Haynes learned was accredited by the Accreditation Council for Business Schools.

For Manda Gibson, online education is the preferred mode of learning. “I love it,” said Ms. Gibson, 45, the mother of four, who works full-time as an instructional designer at Simpson College in Indianola, Iowa. Ms. Gibson is pursuing her master’s in business administration online with

Colorado State University-Global Campus, and before that earned a bachelor of arts in management, taking mostly online classes, at Simpson.

“When I sit in a regular class, my mind wanders,” she says. “`Did I do this for my kids?’ ‘What am I making for dinner tonight?’ When I do online, I can say, ‘this hour is my hour.’”

But she says, with the flexibility of online education comes responsibility. “You have to take it seriously,” she said. “Some people think online classes are easier. I think it’s actually more work. Because you might have to spend more time with the content.”

Time is a commodity that Mr. Haynes, like many adult learners, has little of. He and his wife — Sgt. Chelsea Aiko Haynes of the Army — have six children, ranging in age from 1 to 17. He is also active with the Semper Fi Fund, a nonprofit organization that provides financial assistance for catastrophically injured servicemen and women. But most days, after the children are off to school and his wife is at her job at the Pentagon, he sits down in the living room with his MacBook Air and gets ready to learn. “I open the blinds to get some natural sunlight in,” he said. “The TV’s off, the phone’s on vibrate. And I commit myself fully to my studies.”

Here are some tips for success in online education for adult learners, from Jeremy Haynes and Manda Gibson, two students who have flourished in this learning environment, and from George Haber, an adjunct professor at Vaughn College in Queens, and a veteran of over 25 years of teaching online.

Set aside specific time periods when you can do required reading or writing and stick to the schedule, whether it’s an hour a night three nights a week; Saturday or Sunday morning; or some combination.

Get acquainted with your academic adviser from the start, as he or she is your lifeline for anything at the institution.

Choose a subject for your first online class that you’re interested in, if possible. You will be more likely to become engaged in the material and learn the technology.

Ask questions and reach out for help early. Don’t get frustrated if you don’t understand something; a quality online program will not only have self-help tutorials, but also good student services to help with the details.

Take part in any online discussions or forums. Your lack of participation will be easily noted by the instructor.

https://www.nytimes.com/2018/11/01/

T E X T

Now, according to an annual survey by the Babson Survey Research Group and the Online Learning Consortium, more than 6.3 million students took at least one distance education course in the Fall 2016 semester (the most recent academic year for which data is available). That’s 31.6 percent of all higher education enrollments, according to the study, and about half of them were taking all of their classes online.

Many of these students are traditional age. But for adult students (generally defined as those 25 and over, working fulltime jobs or with parenting responsibilities) online education is a particularly attractive option. Citing several studies, Louis Soares, chief learning and innovation officer for the American Council on Education, says that about a third of all adult students — roughly 13 million — are pursuing advanced degrees online.

“I think it has given adult students more opportunities,” Mr. Soares said. “If done correctly, online education can create a robust learning experience.”

Research has shown that students can learn as well online as they can in a face to face classroom, according to Jovita Ross- Gordon, a professor at Texas State University.

“In terms of pros and cons, it offers great convenience and access for populations who might not otherwise have it,” said Professor Ross-Gordon, an expert on adult education. “But a certain degree of self-direction is required. And it can be isolating for some folks.”

The vast majority of colleges and universities in the United States offer at least some online classes, but there are still those who question its legitimacy and also the quality of for-profit colleges whose curriculum is offered solely online.

Walden University, where Mr. Haynes is earning his doctoral degree, is one such institution. He said that he researched the school through the V.A. and other sources, and heard positive reports from a friend who was also pursuing his doctorate in business administration at Walden, which Mr. Haynes learned was accredited by the Accreditation Council for Business Schools.

For Manda Gibson, online education is the preferred mode of learning. “I love it,” said Ms. Gibson, 45, the mother of four, who works full-time as an instructional designer at Simpson College in Indianola, Iowa. Ms. Gibson is pursuing her master’s in business administration online with

Colorado State University-Global Campus, and before that earned a bachelor of arts in management, taking mostly online classes, at Simpson.

“When I sit in a regular class, my mind wanders,” she says. “`Did I do this for my kids?’ ‘What am I making for dinner tonight?’ When I do online, I can say, ‘this hour is my hour.’”

But she says, with the flexibility of online education comes responsibility. “You have to take it seriously,” she said. “Some people think online classes are easier. I think it’s actually more work. Because you might have to spend more time with the content.”

Time is a commodity that Mr. Haynes, like many adult learners, has little of. He and his wife — Sgt. Chelsea Aiko Haynes of the Army — have six children, ranging in age from 1 to 17. He is also active with the Semper Fi Fund, a nonprofit organization that provides financial assistance for catastrophically injured servicemen and women. But most days, after the children are off to school and his wife is at her job at the Pentagon, he sits down in the living room with his MacBook Air and gets ready to learn. “I open the blinds to get some natural sunlight in,” he said. “The TV’s off, the phone’s on vibrate. And I commit myself fully to my studies.”

Here are some tips for success in online education for adult learners, from Jeremy Haynes and Manda Gibson, two students who have flourished in this learning environment, and from George Haber, an adjunct professor at Vaughn College in Queens, and a veteran of over 25 years of teaching online.

Set aside specific time periods when you can do required reading or writing and stick to the schedule, whether it’s an hour a night three nights a week; Saturday or Sunday morning; or some combination.

Get acquainted with your academic adviser from the start, as he or she is your lifeline for anything at the institution.

Choose a subject for your first online class that you’re interested in, if possible. You will be more likely to become engaged in the material and learn the technology.

Ask questions and reach out for help early. Don’t get frustrated if you don’t understand something; a quality online program will not only have self-help tutorials, but also good student services to help with the details.

Take part in any online discussions or forums. Your lack of participation will be easily noted by the instructor.

https://www.nytimes.com/2018/11/01/

T E X T

Now, according to an annual survey by the Babson Survey Research Group and the Online Learning Consortium, more than 6.3 million students took at least one distance education course in the Fall 2016 semester (the most recent academic year for which data is available). That’s 31.6 percent of all higher education enrollments, according to the study, and about half of them were taking all of their classes online.

Many of these students are traditional age. But for adult students (generally defined as those 25 and over, working fulltime jobs or with parenting responsibilities) online education is a particularly attractive option. Citing several studies, Louis Soares, chief learning and innovation officer for the American Council on Education, says that about a third of all adult students — roughly 13 million — are pursuing advanced degrees online.

“I think it has given adult students more opportunities,” Mr. Soares said. “If done correctly, online education can create a robust learning experience.”

Research has shown that students can learn as well online as they can in a face to face classroom, according to Jovita Ross- Gordon, a professor at Texas State University.

“In terms of pros and cons, it offers great convenience and access for populations who might not otherwise have it,” said Professor Ross-Gordon, an expert on adult education. “But a certain degree of self-direction is required. And it can be isolating for some folks.”

The vast majority of colleges and universities in the United States offer at least some online classes, but there are still those who question its legitimacy and also the quality of for-profit colleges whose curriculum is offered solely online.

Walden University, where Mr. Haynes is earning his doctoral degree, is one such institution. He said that he researched the school through the V.A. and other sources, and heard positive reports from a friend who was also pursuing his doctorate in business administration at Walden, which Mr. Haynes learned was accredited by the Accreditation Council for Business Schools.

For Manda Gibson, online education is the preferred mode of learning. “I love it,” said Ms. Gibson, 45, the mother of four, who works full-time as an instructional designer at Simpson College in Indianola, Iowa. Ms. Gibson is pursuing her master’s in business administration online with

Colorado State University-Global Campus, and before that earned a bachelor of arts in management, taking mostly online classes, at Simpson.

“When I sit in a regular class, my mind wanders,” she says. “`Did I do this for my kids?’ ‘What am I making for dinner tonight?’ When I do online, I can say, ‘this hour is my hour.’”

But she says, with the flexibility of online education comes responsibility. “You have to take it seriously,” she said. “Some people think online classes are easier. I think it’s actually more work. Because you might have to spend more time with the content.”

Time is a commodity that Mr. Haynes, like many adult learners, has little of. He and his wife — Sgt. Chelsea Aiko Haynes of the Army — have six children, ranging in age from 1 to 17. He is also active with the Semper Fi Fund, a nonprofit organization that provides financial assistance for catastrophically injured servicemen and women. But most days, after the children are off to school and his wife is at her job at the Pentagon, he sits down in the living room with his MacBook Air and gets ready to learn. “I open the blinds to get some natural sunlight in,” he said. “The TV’s off, the phone’s on vibrate. And I commit myself fully to my studies.”

Here are some tips for success in online education for adult learners, from Jeremy Haynes and Manda Gibson, two students who have flourished in this learning environment, and from George Haber, an adjunct professor at Vaughn College in Queens, and a veteran of over 25 years of teaching online.

Set aside specific time periods when you can do required reading or writing and stick to the schedule, whether it’s an hour a night three nights a week; Saturday or Sunday morning; or some combination.

Get acquainted with your academic adviser from the start, as he or she is your lifeline for anything at the institution.

Choose a subject for your first online class that you’re interested in, if possible. You will be more likely to become engaged in the material and learn the technology.

Ask questions and reach out for help early. Don’t get frustrated if you don’t understand something; a quality online program will not only have self-help tutorials, but also good student services to help with the details.

Take part in any online discussions or forums. Your lack of participation will be easily noted by the instructor.

https://www.nytimes.com/2018/11/01/

T E X T

Now, according to an annual survey by the Babson Survey Research Group and the Online Learning Consortium, more than 6.3 million students took at least one distance education course in the Fall 2016 semester (the most recent academic year for which data is available). That’s 31.6 percent of all higher education enrollments, according to the study, and about half of them were taking all of their classes online.

Many of these students are traditional age. But for adult students (generally defined as those 25 and over, working fulltime jobs or with parenting responsibilities) online education is a particularly attractive option. Citing several studies, Louis Soares, chief learning and innovation officer for the American Council on Education, says that about a third of all adult students — roughly 13 million — are pursuing advanced degrees online.

“I think it has given adult students more opportunities,” Mr. Soares said. “If done correctly, online education can create a robust learning experience.”

Research has shown that students can learn as well online as they can in a face to face classroom, according to Jovita Ross- Gordon, a professor at Texas State University.

“In terms of pros and cons, it offers great convenience and access for populations who might not otherwise have it,” said Professor Ross-Gordon, an expert on adult education. “But a certain degree of self-direction is required. And it can be isolating for some folks.”

The vast majority of colleges and universities in the United States offer at least some online classes, but there are still those who question its legitimacy and also the quality of for-profit colleges whose curriculum is offered solely online.

Walden University, where Mr. Haynes is earning his doctoral degree, is one such institution. He said that he researched the school through the V.A. and other sources, and heard positive reports from a friend who was also pursuing his doctorate in business administration at Walden, which Mr. Haynes learned was accredited by the Accreditation Council for Business Schools.

For Manda Gibson, online education is the preferred mode of learning. “I love it,” said Ms. Gibson, 45, the mother of four, who works full-time as an instructional designer at Simpson College in Indianola, Iowa. Ms. Gibson is pursuing her master’s in business administration online with

Colorado State University-Global Campus, and before that earned a bachelor of arts in management, taking mostly online classes, at Simpson.

“When I sit in a regular class, my mind wanders,” she says. “`Did I do this for my kids?’ ‘What am I making for dinner tonight?’ When I do online, I can say, ‘this hour is my hour.’”

But she says, with the flexibility of online education comes responsibility. “You have to take it seriously,” she said. “Some people think online classes are easier. I think it’s actually more work. Because you might have to spend more time with the content.”

Time is a commodity that Mr. Haynes, like many adult learners, has little of. He and his wife — Sgt. Chelsea Aiko Haynes of the Army — have six children, ranging in age from 1 to 17. He is also active with the Semper Fi Fund, a nonprofit organization that provides financial assistance for catastrophically injured servicemen and women. But most days, after the children are off to school and his wife is at her job at the Pentagon, he sits down in the living room with his MacBook Air and gets ready to learn. “I open the blinds to get some natural sunlight in,” he said. “The TV’s off, the phone’s on vibrate. And I commit myself fully to my studies.”

Here are some tips for success in online education for adult learners, from Jeremy Haynes and Manda Gibson, two students who have flourished in this learning environment, and from George Haber, an adjunct professor at Vaughn College in Queens, and a veteran of over 25 years of teaching online.

Set aside specific time periods when you can do required reading or writing and stick to the schedule, whether it’s an hour a night three nights a week; Saturday or Sunday morning; or some combination.

Get acquainted with your academic adviser from the start, as he or she is your lifeline for anything at the institution.

Choose a subject for your first online class that you’re interested in, if possible. You will be more likely to become engaged in the material and learn the technology.

Ask questions and reach out for help early. Don’t get frustrated if you don’t understand something; a quality online program will not only have self-help tutorials, but also good student services to help with the details.

Take part in any online discussions or forums. Your lack of participation will be easily noted by the instructor.

https://www.nytimes.com/2018/11/01/

T E X T

Now, according to an annual survey by the Babson Survey Research Group and the Online Learning Consortium, more than 6.3 million students took at least one distance education course in the Fall 2016 semester (the most recent academic year for which data is available). That’s 31.6 percent of all higher education enrollments, according to the study, and about half of them were taking all of their classes online.

Many of these students are traditional age. But for adult students (generally defined as those 25 and over, working fulltime jobs or with parenting responsibilities) online education is a particularly attractive option. Citing several studies, Louis Soares, chief learning and innovation officer for the American Council on Education, says that about a third of all adult students — roughly 13 million — are pursuing advanced degrees online.

“I think it has given adult students more opportunities,” Mr. Soares said. “If done correctly, online education can create a robust learning experience.”

Research has shown that students can learn as well online as they can in a face to face classroom, according to Jovita Ross- Gordon, a professor at Texas State University.

“In terms of pros and cons, it offers great convenience and access for populations who might not otherwise have it,” said Professor Ross-Gordon, an expert on adult education. “But a certain degree of self-direction is required. And it can be isolating for some folks.”

The vast majority of colleges and universities in the United States offer at least some online classes, but there are still those who question its legitimacy and also the quality of for-profit colleges whose curriculum is offered solely online.

Walden University, where Mr. Haynes is earning his doctoral degree, is one such institution. He said that he researched the school through the V.A. and other sources, and heard positive reports from a friend who was also pursuing his doctorate in business administration at Walden, which Mr. Haynes learned was accredited by the Accreditation Council for Business Schools.

For Manda Gibson, online education is the preferred mode of learning. “I love it,” said Ms. Gibson, 45, the mother of four, who works full-time as an instructional designer at Simpson College in Indianola, Iowa. Ms. Gibson is pursuing her master’s in business administration online with

Colorado State University-Global Campus, and before that earned a bachelor of arts in management, taking mostly online classes, at Simpson.

“When I sit in a regular class, my mind wanders,” she says. “`Did I do this for my kids?’ ‘What am I making for dinner tonight?’ When I do online, I can say, ‘this hour is my hour.’”

But she says, with the flexibility of online education comes responsibility. “You have to take it seriously,” she said. “Some people think online classes are easier. I think it’s actually more work. Because you might have to spend more time with the content.”

Time is a commodity that Mr. Haynes, like many adult learners, has little of. He and his wife — Sgt. Chelsea Aiko Haynes of the Army — have six children, ranging in age from 1 to 17. He is also active with the Semper Fi Fund, a nonprofit organization that provides financial assistance for catastrophically injured servicemen and women. But most days, after the children are off to school and his wife is at her job at the Pentagon, he sits down in the living room with his MacBook Air and gets ready to learn. “I open the blinds to get some natural sunlight in,” he said. “The TV’s off, the phone’s on vibrate. And I commit myself fully to my studies.”

Here are some tips for success in online education for adult learners, from Jeremy Haynes and Manda Gibson, two students who have flourished in this learning environment, and from George Haber, an adjunct professor at Vaughn College in Queens, and a veteran of over 25 years of teaching online.

Set aside specific time periods when you can do required reading or writing and stick to the schedule, whether it’s an hour a night three nights a week; Saturday or Sunday morning; or some combination.

Get acquainted with your academic adviser from the start, as he or she is your lifeline for anything at the institution.

Choose a subject for your first online class that you’re interested in, if possible. You will be more likely to become engaged in the material and learn the technology.

Ask questions and reach out for help early. Don’t get frustrated if you don’t understand something; a quality online program will not only have self-help tutorials, but also good student services to help with the details.

Take part in any online discussions or forums. Your lack of participation will be easily noted by the instructor.

https://www.nytimes.com/2018/11/01/

T E X T

Now, according to an annual survey by the Babson Survey Research Group and the Online Learning Consortium, more than 6.3 million students took at least one distance education course in the Fall 2016 semester (the most recent academic year for which data is available). That’s 31.6 percent of all higher education enrollments, according to the study, and about half of them were taking all of their classes online.

Many of these students are traditional age. But for adult students (generally defined as those 25 and over, working fulltime jobs or with parenting responsibilities) online education is a particularly attractive option. Citing several studies, Louis Soares, chief learning and innovation officer for the American Council on Education, says that about a third of all adult students — roughly 13 million — are pursuing advanced degrees online.

“I think it has given adult students more opportunities,” Mr. Soares said. “If done correctly, online education can create a robust learning experience.”

Research has shown that students can learn as well online as they can in a face to face classroom, according to Jovita Ross- Gordon, a professor at Texas State University.

“In terms of pros and cons, it offers great convenience and access for populations who might not otherwise have it,” said Professor Ross-Gordon, an expert on adult education. “But a certain degree of self-direction is required. And it can be isolating for some folks.”

The vast majority of colleges and universities in the United States offer at least some online classes, but there are still those who question its legitimacy and also the quality of for-profit colleges whose curriculum is offered solely online.

Walden University, where Mr. Haynes is earning his doctoral degree, is one such institution. He said that he researched the school through the V.A. and other sources, and heard positive reports from a friend who was also pursuing his doctorate in business administration at Walden, which Mr. Haynes learned was accredited by the Accreditation Council for Business Schools.

For Manda Gibson, online education is the preferred mode of learning. “I love it,” said Ms. Gibson, 45, the mother of four, who works full-time as an instructional designer at Simpson College in Indianola, Iowa. Ms. Gibson is pursuing her master’s in business administration online with

Colorado State University-Global Campus, and before that earned a bachelor of arts in management, taking mostly online classes, at Simpson.

“When I sit in a regular class, my mind wanders,” she says. “`Did I do this for my kids?’ ‘What am I making for dinner tonight?’ When I do online, I can say, ‘this hour is my hour.’”

But she says, with the flexibility of online education comes responsibility. “You have to take it seriously,” she said. “Some people think online classes are easier. I think it’s actually more work. Because you might have to spend more time with the content.”

Time is a commodity that Mr. Haynes, like many adult learners, has little of. He and his wife — Sgt. Chelsea Aiko Haynes of the Army — have six children, ranging in age from 1 to 17. He is also active with the Semper Fi Fund, a nonprofit organization that provides financial assistance for catastrophically injured servicemen and women. But most days, after the children are off to school and his wife is at her job at the Pentagon, he sits down in the living room with his MacBook Air and gets ready to learn. “I open the blinds to get some natural sunlight in,” he said. “The TV’s off, the phone’s on vibrate. And I commit myself fully to my studies.”

Here are some tips for success in online education for adult learners, from Jeremy Haynes and Manda Gibson, two students who have flourished in this learning environment, and from George Haber, an adjunct professor at Vaughn College in Queens, and a veteran of over 25 years of teaching online.

Set aside specific time periods when you can do required reading or writing and stick to the schedule, whether it’s an hour a night three nights a week; Saturday or Sunday morning; or some combination.

Get acquainted with your academic adviser from the start, as he or she is your lifeline for anything at the institution.

Choose a subject for your first online class that you’re interested in, if possible. You will be more likely to become engaged in the material and learn the technology.

Ask questions and reach out for help early. Don’t get frustrated if you don’t understand something; a quality online program will not only have self-help tutorials, but also good student services to help with the details.

Take part in any online discussions or forums. Your lack of participation will be easily noted by the instructor.

https://www.nytimes.com/2018/11/01/

T E X T

Can you learn in your sleep?

Sleep is known to be crucial for learning and memory formation. What's more, scientists have even managed to pick out specific memories and consolidate them during sleep. However, the exact mechanisms behind this were unknown — until now.

Those among us who grew up with the popular cartoon "Dexter's Laboratory" might remember the famous episode wherein Dexter's trying to learn French overnight. He creates a device that helps him to learn in his sleep by playing French phrases to him. Of course, since the show is a comedy, Dexter's record gets stuck on the phrase "Omelette du fromage" and the next day he's incapable of saying anything else. This is, of course, a problem that puts him through a series of hilarious situations.

The idea that we can learn in our sleep has captivated the minds of artists and scientists alike; the possibility that one day we could all drastically improve our productivity by learning in our sleep is very appealing. But could such a scenario ever become a reality?

New research seems to suggest so, and scientists in general are moving closer to understanding precisely what goes on in the brain when we sleep and how the restful state affects learning and memory formation.

For instance, previous studies have shown that non-rapid eye movement (non-REM) sleep — or dreamless sleep — is crucial for consolidating memories. It has also been shown that sleep spindles, or sudden spikes in oscillatory brain activity that can

be seen on an electroencephalogram (EEG) during the second stage of non-REM sleep, are key for this memory consolidation. Scientists were also able to specifically target certain memories and reactivate, or strengthen, them by using auditory cues.

However, the mechanism behind such achievements remained mysterious until now. Researchers were also unaware if such mechanisms would help with memorizing new information.

Therefore, a team of researchers set out to investigate. Scott Cairney, from the University of York in the United Kingdom, co-led the research with Bernhard Staresina, who works at the University of Birmingham, also in the U.K. Their findings were published in the journal Current Biology.

Cairney explains the motivation for the research, saying, "We are quite certain that memories are reactivated in the brain during sleep, but we don't know the neural processes that underpin this phenomenon." "Sleep spindles," he continues, "have been linked to the benefits of sleep for memory in previous research, so we wanted to investigate whether these brain waves mediate reactivation. If they support memory reactivation, we further reasoned that it could be possible to decipher memory signals at the time that these spindles took place."

To test their hypotheses, Cairney and his colleagues asked 46 participants "to learn associations between words and pictures of objects or scenes before a nap." Afterward, some of the participants took a 90-minute nap, whereas others stayed awake. To those who napped, "Half of the words were [...] replayed during the nap to trigger the reactivation of the newly learned picture memories," explains Cairney.

"When the participants woke after a good period of sleep," he says, "we presented them again with the words and asked them to recall the object and scene pictures. We found that their memory was better for the pictures that were connected to the words that were presented in sleep, compared to those words that weren't," Cairney reports.

Using an EEG machine, the researchers were also able to see that playing the associated words to reactivate memories triggered sleep spindles in the participants' brains. More specifically, the EEG sleep spindle patterns "told" the researchers whether the participants were processing memories related to objects or memories related to scenes.

"Our data suggest that spindles facilitate processing of relevant memory features during sleep and that this process boosts memory consolidation," says Staresina. "While it has been shown previously," he continues, "that targeted memory reactivation can boost memory consolidation during sleep, we now show that sleep spindles might represent the key underlying mechanism."

Cairney adds, "When you are awake you learn new things, but when you are asleep you refine them, making it easier to retrieve them and apply them correctly when you need them the most. This is important for how we learn but also for how we might help retain healthy brain functions."

Staresina suggests that this newly gained knowledge could lead to effective strategies for boosting memory while sleeping.

So, though learning things from scratch à la "Dexter's Lab" may take a while to become a reality, we can safely say that our brains continue to learn while we sleep, and that researchers just got a lot closer to understanding why this happens.

From: https://www.medicalnewstoday.com/articles/Mar/2018

T E X T

Can you learn in your sleep?

Sleep is known to be crucial for learning and memory formation. What's more, scientists have even managed to pick out specific memories and consolidate them during sleep. However, the exact mechanisms behind this were unknown — until now.

Those among us who grew up with the popular cartoon "Dexter's Laboratory" might remember the famous episode wherein Dexter's trying to learn French overnight. He creates a device that helps him to learn in his sleep by playing French phrases to him. Of course, since the show is a comedy, Dexter's record gets stuck on the phrase "Omelette du fromage" and the next day he's incapable of saying anything else. This is, of course, a problem that puts him through a series of hilarious situations.

The idea that we can learn in our sleep has captivated the minds of artists and scientists alike; the possibility that one day we could all drastically improve our productivity by learning in our sleep is very appealing. But could such a scenario ever become a reality?

New research seems to suggest so, and scientists in general are moving closer to understanding precisely what goes on in the brain when we sleep and how the restful state affects learning and memory formation.

For instance, previous studies have shown that non-rapid eye movement (non-REM) sleep — or dreamless sleep — is crucial for consolidating memories. It has also been shown that sleep spindles, or sudden spikes in oscillatory brain activity that can

be seen on an electroencephalogram (EEG) during the second stage of non-REM sleep, are key for this memory consolidation. Scientists were also able to specifically target certain memories and reactivate, or strengthen, them by using auditory cues.

However, the mechanism behind such achievements remained mysterious until now. Researchers were also unaware if such mechanisms would help with memorizing new information.

Therefore, a team of researchers set out to investigate. Scott Cairney, from the University of York in the United Kingdom, co-led the research with Bernhard Staresina, who works at the University of Birmingham, also in the U.K. Their findings were published in the journal Current Biology.

Cairney explains the motivation for the research, saying, "We are quite certain that memories are reactivated in the brain during sleep, but we don't know the neural processes that underpin this phenomenon." "Sleep spindles," he continues, "have been linked to the benefits of sleep for memory in previous research, so we wanted to investigate whether these brain waves mediate reactivation. If they support memory reactivation, we further reasoned that it could be possible to decipher memory signals at the time that these spindles took place."

To test their hypotheses, Cairney and his colleagues asked 46 participants "to learn associations between words and pictures of objects or scenes before a nap." Afterward, some of the participants took a 90-minute nap, whereas others stayed awake. To those who napped, "Half of the words were [...] replayed during the nap to trigger the reactivation of the newly learned picture memories," explains Cairney.

"When the participants woke after a good period of sleep," he says, "we presented them again with the words and asked them to recall the object and scene pictures. We found that their memory was better for the pictures that were connected to the words that were presented in sleep, compared to those words that weren't," Cairney reports.

Using an EEG machine, the researchers were also able to see that playing the associated words to reactivate memories triggered sleep spindles in the participants' brains. More specifically, the EEG sleep spindle patterns "told" the researchers whether the participants were processing memories related to objects or memories related to scenes.

"Our data suggest that spindles facilitate processing of relevant memory features during sleep and that this process boosts memory consolidation," says Staresina. "While it has been shown previously," he continues, "that targeted memory reactivation can boost memory consolidation during sleep, we now show that sleep spindles might represent the key underlying mechanism."

Cairney adds, "When you are awake you learn new things, but when you are asleep you refine them, making it easier to retrieve them and apply them correctly when you need them the most. This is important for how we learn but also for how we might help retain healthy brain functions."

Staresina suggests that this newly gained knowledge could lead to effective strategies for boosting memory while sleeping.

So, though learning things from scratch à la "Dexter's Lab" may take a while to become a reality, we can safely say that our brains continue to learn while we sleep, and that researchers just got a lot closer to understanding why this happens.

From: https://www.medicalnewstoday.com/articles/Mar/2018

T E X T

Can you learn in your sleep?

Sleep is known to be crucial for learning and memory formation. What's more, scientists have even managed to pick out specific memories and consolidate them during sleep. However, the exact mechanisms behind this were unknown — until now.

Those among us who grew up with the popular cartoon "Dexter's Laboratory" might remember the famous episode wherein Dexter's trying to learn French overnight. He creates a device that helps him to learn in his sleep by playing French phrases to him. Of course, since the show is a comedy, Dexter's record gets stuck on the phrase "Omelette du fromage" and the next day he's incapable of saying anything else. This is, of course, a problem that puts him through a series of hilarious situations.

The idea that we can learn in our sleep has captivated the minds of artists and scientists alike; the possibility that one day we could all drastically improve our productivity by learning in our sleep is very appealing. But could such a scenario ever become a reality?

New research seems to suggest so, and scientists in general are moving closer to understanding precisely what goes on in the brain when we sleep and how the restful state affects learning and memory formation.

For instance, previous studies have shown that non-rapid eye movement (non-REM) sleep — or dreamless sleep — is crucial for consolidating memories. It has also been shown that sleep spindles, or sudden spikes in oscillatory brain activity that can

be seen on an electroencephalogram (EEG) during the second stage of non-REM sleep, are key for this memory consolidation. Scientists were also able to specifically target certain memories and reactivate, or strengthen, them by using auditory cues.

However, the mechanism behind such achievements remained mysterious until now. Researchers were also unaware if such mechanisms would help with memorizing new information.

Therefore, a team of researchers set out to investigate. Scott Cairney, from the University of York in the United Kingdom, co-led the research with Bernhard Staresina, who works at the University of Birmingham, also in the U.K. Their findings were published in the journal Current Biology.

Cairney explains the motivation for the research, saying, "We are quite certain that memories are reactivated in the brain during sleep, but we don't know the neural processes that underpin this phenomenon." "Sleep spindles," he continues, "have been linked to the benefits of sleep for memory in previous research, so we wanted to investigate whether these brain waves mediate reactivation. If they support memory reactivation, we further reasoned that it could be possible to decipher memory signals at the time that these spindles took place."

To test their hypotheses, Cairney and his colleagues asked 46 participants "to learn associations between words and pictures of objects or scenes before a nap." Afterward, some of the participants took a 90-minute nap, whereas others stayed awake. To those who napped, "Half of the words were [...] replayed during the nap to trigger the reactivation of the newly learned picture memories," explains Cairney.

"When the participants woke after a good period of sleep," he says, "we presented them again with the words and asked them to recall the object and scene pictures. We found that their memory was better for the pictures that were connected to the words that were presented in sleep, compared to those words that weren't," Cairney reports.

Using an EEG machine, the researchers were also able to see that playing the associated words to reactivate memories triggered sleep spindles in the participants' brains. More specifically, the EEG sleep spindle patterns "told" the researchers whether the participants were processing memories related to objects or memories related to scenes.

"Our data suggest that spindles facilitate processing of relevant memory features during sleep and that this process boosts memory consolidation," says Staresina. "While it has been shown previously," he continues, "that targeted memory reactivation can boost memory consolidation during sleep, we now show that sleep spindles might represent the key underlying mechanism."

Cairney adds, "When you are awake you learn new things, but when you are asleep you refine them, making it easier to retrieve them and apply them correctly when you need them the most. This is important for how we learn but also for how we might help retain healthy brain functions."

Staresina suggests that this newly gained knowledge could lead to effective strategies for boosting memory while sleeping.

So, though learning things from scratch à la "Dexter's Lab" may take a while to become a reality, we can safely say that our brains continue to learn while we sleep, and that researchers just got a lot closer to understanding why this happens.

From: https://www.medicalnewstoday.com/articles/Mar/2018