Landing : Athabascau University

Strategies for successful learning at AU

Earlier today I responded to a prospective student who was, amongst other things, seeking advice on strategies for success on a couple of our self-paced programming courses. My response was just a stream of consciousness off the top of my head but I think it might be useful to others. Here, then, with some very light editing to remove references to specific courses, are a few fairly random thoughts on how to succeed on a self-paced online programming course (and, for the most part, other courses) at Athabasca University. In no particular order:

  • Try to make sure that people close to you know what you are doing and, ideally, are supportive. Other people can really help, not just for the mechanical stuff but for the emotional support. Online learning, especially the self-paced form we use, can feel a bit isolating at times, but there are lots of ways to close the gap and they aren't all found in the course materials and processes. Find support wherever you can.
  • Make a schedule and try to keep to it, but don't blame yourself if your deadlines slip a bit here and there - just adjust the plan. The really important thing is that you should feel in control of the process. Having such control is one of the huge benefits of our way of teaching, but you need to take ownership of the process yourself in order to experience the benefits.
  • If the course provides forums or other social engagement try to proactively engage in them. Again, other people really help.
  • You will have way more freedom than those in traditional classrooms, who have to follow a teacher simply because of the nature of physics. However, that freedom is a two-edged sword as you can sometimes be swamped with choices and not know which way to go. If you are unsure, don't be afraid to ask for help. But do take advantage of the freedom. Set your own goals. Look for the things that excite you and explore further. Take breaks if you are getting tired. Play. Take control of the learning process and enjoy the ride.
  • Enjoy the challenges. Sometimes it will be hard, and you should expect that, especially in programming courses like these. Programming can be very frustrating at times - after 35 years of programming I can still spend days on a problem that turns out to involve a misplaced semi-colon! Accept that, and accept that even the most intractable problems will eventually be solved (and it is a wonderful feeling when you do finally get it to work). Make time to sleep on it. If you're stuck, ask for help.
  • Get your work/life/learning balance right. Be realistic in your aspirations and expect to spend many hours a week on this, but make sure you make time to get away from it.
  • Keep a learning journal, a reflective diary of what you have done and how you have addressed the struggles, even if the course itself doesn't ask for one. There are few more effective ways to consolidate and connect your learning than to reflect on it, and it can help to mark your progress: good to read when your motivation is flagging.
  • Get used to waiting for responses and find other things to learn in the meantime. Don't stop learning because you are waiting - move on to something else, practice something you have already done, or reflect on what you have been doing so far.
  • Programming is a performance skill that demands constant and repeated practice. You just need to do it, get it wrong, do it again, and again, and again, until it feels like second nature. In many ways it is like learning a musical instrument or maybe even driving. It's not something you can learn simply by reading or by being told, you really have to immerse yourself in doing it. Make up your own challenges if you run out of things to do.
  • Don't just limit yourself to what we provide. Find forums and communities with appropriate interests. I am a big fan of for help and inspiration from others, though relevant subreddits can be useful and there are many other sites and systems dedicated to programming. Find one or two that make sense to you. Again, other people can really help.

Online learning can be great fun as long as you are aware of the big differences, primarily relating to control and personal agency. Our role is to provide a bit of structure and a supportive environment to enable you to learn, rather than to tell you stuff and make you do things, which can be disconcerting at first if you are used to traditional classroom learning. This puts more pressure on you, and more onus on you to organize and manage your own learning, but don't ever forget that you are not ever really alone - we are here to help.

In summary, I think it really comes down to three big things, all of which are really about motivation, and all of which are quite different when learning online compared to face-to-face:

  1. Autonomy - you are in control, but you must take responsibility for your own learning. You can always delegate control to us (or others) when the going gets hard or choices are hard to make, but you are always free to take it back again, and there will be no one standing over you making you do stuff apart from yourself.
  2. Competence - there are few things more satisfying than being able to do more today than you could do yesterday. We provide some challenges and we try to keep them difficult-but-achievable at every stage along the way, but it is a great idea for you to also seek your own challenges, to play, to explore, to discover, especially if the challenges we offer are too difficult or too boring. Reflection can help a lot with this, as a means to recognize what, how, and why you have learned.
  3. Relatedness - never forget the importance of other people. You don't have to interact with them if you don't want to do so (that's another freedom we offer), but it is at the very least helpful to think about how you belong in our community, your own community, and the broader community of learners and programmers, and how what and how you are learning can affect others (directly or indirectly).

This advice is by no means comprehensive! If you have other ideas or advice, or things that have worked for you, or things that you disagree with, do feel free to share them in the comments.

Jon Dron

Jon Dron

professional learner (on sabbatical)
About me

Please note: I am away on sabbatical from July 2019 - May 2020 and may not respond promptly to messages sent to me via this site during this period.
I am a full professor and former Chair of the...


  • Great post, Jon.  Yes, challenge is necessary for learning and we always worries those students who feel it too difficult. Students can always ask for help but many don't even struggling fruitlessly, and those students are really at the risk of course failure or withdrawal. Maybe some proactive support or help can be considered? Students' learning reflection is a good approach of tracking their own learning, but also can give instructors some clues regarding who are in learning struggle. We probably need to think more of such design features in our courses.    

    - Hongxin Yan

    Anonymous September 25, 2017 - 9:50am

  • Hi Jon,

    Thank you for posting this response on here.  I presume many other students are asking themselves the same question; I was for sure.

    I have ran into your other posts here on the Landing page, and I appreciate your time and effort explaining your thoughts.

    I will be taking COMP 602 next semester with you.  Quite excited to do so.  



    Viet Nguyen December 3, 2017 - 7:29pm

  • Thanks Viet!

    My suggestions just scratch the surface.  COMP602 is quite different from COMP266, for which I originally wrote this, but there are nonetheless consistent concerns that the courses share. Those central issues of motivation - autonomy, relatedness, and competence - are (I think) the biggest ones, but it's important to remember that motivation is complex, multi-faceted, and situated. i'm a big fan of self-determination theory, on which I based my concluding comments, which (amongst other things) identifies those three aspects as the fundamental prerequisites of intrinsic motivation. However, most of us hit roadblocks now and then, even when we love most of what we are doing, and intrinsic motivation is seldom sustainable all the time. I deeply hate the worst form of extrinsic motivatlon, external regulation (the typical way we teach, that relies on rewards and punishments to push people along), and will do all that I can to limit that in COMP02, but there are forms of internal regulation that, though technically extrinsic, are self-directed, and can really help. See for a nice, straightforward overview.

    I look forward to greeting you on COMP602!


    Jon Dron December 3, 2017 - 10:37pm

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