Phase 1 Assignments Instructions For All Om Written Assignme

Phase 1 Assignmentsinstructions For All Om Written Assignments Your

Your goal in all written assignments is to be thorough and complete while also being brief. Write your answers in complete sentences, answer fully, and provide specific examples. Do not write one-word answers. Your instructor will read your answers and need to feel confident that you are reading the chapter and grasping the material.

If you are ever confused on how to answer a question, you have several options. First, many chapters have significant video “hints” available. Click on “materials” and then “content” to find the chapter area on the left. Within that area, you will find a document that lists various “helps.” Review this first before seeking additional strategies.

If still confused or needing guidance, participate in the appropriate discussion area. Click on “communication” and then “discussion” to find the relevant discussion based on chapter material. Help each other out, offer tips and advice. The instructor will check these areas regularly. Ask questions there, and wait for answers. If your need is urgent, feel free to email your instructor. Assistance is available throughout the workweek. Please do not rely on your instructor's response over the weekend; review all assignments before the weekend and submit questions prior to Friday at noon. Refer to the course spreadsheet for exact due dates.

Note that due dates are normally Sundays at 11:55 pm, but may vary by semester. Always check the actual course schedule and specific instructions.

Regarding chapter material: Follow the above guidelines for submitting assignments. The questions correspond to the chapters in the required textbook. These questions are at the end of each chapter.

For Chapter 1, complete the following:

  • Discussion Questions (all)
  • Problems and Activities (1, 6, 8, & choose one from 10, 13, 14, 15)

The Chapter 1 Quiz is due one week later and can be taken at any time. Access it through “assessments” then “quizzes.” Quizzes are multiple choice/true false, usually 10 questions. Submit all answers in one document to the “Chapter 1” dropbox.

For Chapter 2, complete:

  • Problems and Activities (1, 2, 5 & choose one from 3, 4)
  • Two additional problems from 6-9

Take the Chapter 2 Quiz by the due date. Provide thorough answers with specific examples when possible, including sketches or designs if asked. Upload your work to the Chapter 2 Dropbox.

Participate in the Chapter 2 discussion by posting your response and replying to three other students’ posts via “communications” and “discussions.”

For Chapter 3, complete:

  • Discussion Questions 1-5
  • Problems and Activities 2, 3, and 15 (note question 2 involves FedEx metrics)
  • One question from 4-7
  • One question from 8 or 9

Participate in the online discussion and reply to three students. Take the Chapter 3 quiz by the due date and upload your responses accordingly.

Paper For Above instruction

In the context of completing assignments for a course effectively, it is essential to understand and follow the provided guidelines meticulously. These instructions emphasize that all written work should demonstrate thorough understanding, clarity, and specificity. When approaching each chapter assignment, students are advised to engage deeply with the material, answering all questions with complete sentences, elaborating sufficiently, and including concrete examples or sketches as needed. This approach ensures that instructors can readily assess comprehension and mastery of the content.

Furthermore, utilizing available resources such as chapter video “hints,” official discussion boards, and instructor communication channels can greatly aid in clarifying doubts. Students are encouraged to participate actively in discussions, not only to seek help but also to contribute insights and support peers. Time management is underscored, with specific mention of due dates, typically Sundays at 11:55 pm, and a suggestion to prepare questions early in the week to avoid weekend delays. In cases of confusion or urgent matters, contacting the instructor via email is recommended, but within the instructor's availability window during weekdays.

In terms of assignment structure, there is a clear expectation for consolidating multiple tasks—discussion responses, problem-solving exercises, sketches, and quizzes—into a single cohesive submission per chapter. This facilitates efficient grading and ensures completeness. Adherence to the instructions for each chapter’s specific tasks, including problem-numbered questions and discussion participation, is critical for success.

Overall, this framework aims to promote thorough engagement with course content, effective use of resources, disciplined time management, and active communication—all vital skills for academic competency and success in the course.

References

  • Harasim, L. (2017). Learning Theory and Online Technologies. Routledge.
  • Garrison, D. R., Anderson, T., & Archer, W. (2010). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2), 87-105.
  • Moore, M. G., & Kearsley, G. (2011). Distance Education: A Systems View. Cengage Learning.
  • Salmon, G. (2013). E-Moderating: The Key to Teaching and Learning Online. Routledge.
  • Anderson, T. (2008). The Theory and Practice of Online Learning. Athabasca University Press.
  • Palloff, R. M., & Pratt, K. (2013). Lessons from the Cyberspace Classroom: The Realities of Online Learning. Jossey-Bass.
  • Moore, M. G. (1989). Three Types of Interaction. American Journal of Distance Education, 3(2), 1-7.
  • Morrison, G. R., Ross, S. M., & Kemp, J. E. (2010). Designing Effective Instruction. John Wiley & Sons.
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2019). Teaching and Learning at a Distance: Foundations of Distance Education. IAP Press.
  • Sharma, P., & Barrett, B. (2018). Principles and Practice of Online Learning. Routledge.

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