Well, I got another two 'A's.
It's a bit unsettling, in a way; I've never been an 'A' student, at least not since grade school (and even then I'd always get "Needs Improvement" on my organizational skills). And it's not like I'm not working hard; I am. But...well, I can't help but wonder if sometimes my grades are good because I'm compared favorably to some of my fellow students, rather than for the actual work I'm doing.
So far, I've hit two types of crowds in these classes. The folks taking courses like Media Communication - required for a Bachelor's or Associate's degree - tend to be quite serious. The folks in the introductory art courses are all over the map - some are serious, others seem a bit unfocused. I speculate - and this is maybbe unfair - that some of the unfocused students are studying for a certificate rather than a degree, and are therefore maybe less used to the necessary discipline. There are not, to be fair, a lot of students like this; but I do notice them a lot less in the required degree courses.
I've had a couple of instructors now remark that I'm doing unusually good work. It's flattering, and frankly a lot of it is because I can write. But I've also come up with a methodology that so far has served me well:
1) Know the course requirements. This is simple, but a lot of people miss it. I make sure I have the required textbook and software by the time class begins.
2) Follow directions. I read through each assignment before I begin, and again before I post. I still miss stuff sometimes; but I have caught more than one error this way.
3) Submit work on time. It still amazes me how many people post late. School policy is that late assignments get no credit, although all of my instructors to date gave half credit for late work. Things happen sometimes - one poor guy was flat on his back with the flu one week - but there are always a few students in class who post every single assignment a day or two late.
4) Own up to difficulties. Class discussions are just that - discussions. While there are often right and wrong elements to an answer, I've discovered that making a good faith effort and then remarking on my personal experiences with the difficult areas of a particular question or assignment will generally get me a good grade. I like doing that, too - I remember at Wellesley how grateful I was when someone would put their hand up and ask a question I thought was stupid, because then I didn't have to risk looking foolish. Now that I'm old and I care less what people think, I am far less shy about asking questions, even if I think they're obvious or dim. I learn more - and sometimes, I do think it helps to clarify things for other people.
5) When in doubt, ask for clarification. I am a little OCD about instructions, certainly; but an awful lot of these on-line courses use really vague terminology. If I read an assignment and it doesn't make sense, I ask. Maybe I'm the only one in the class who is confused - but more than once, it hasn't been just me.
6) Just do it. Twenty-one years after my first college graduation, I find I am still good at procrastinating. But the thing is...the assignment comes due whether I work ahead or not. Best to get it done early. It never comes out as good on paper as it does in my head - but it comes out OK, and it comes out on time. On time, as it turns out, is huge.
Oh, and one more:
7) Help your classmates. If someone is struggling with something I understand, I try to help. If I have a suggestion for someone that I think might help, I give it. I try to put it in positive terms - "I really like this aspect of your project; but have you tried doing X instead? I don't know if it would look any better, but it might be interesting." Not only do I tend to get the same treatment in return - which is invaluable to me, especially as a non-artist in art school! - but it's a good way to get the instructor involved if he or she hasn't responded to me much. (Especially if I give a piece of advice that's entirely wrong. :-))
Six 'A's so far. I don't know how long I'll be able to keep it up; at some point I'm going to hit a subject that makes me stumble. But it does feel good to start out this way.