Using the resources on this page will help you to enhance your study skills and practices so you can become a more engaged student and a more efficient and effective (remote) learner.  As you will see, the resources are organized by study skill categories (e.g., Note Taking and Exam Preparation), and within each of these categories you will find informational guidelines, study tips and strategies, skill-building exercises, self-assessment pre-tests and exercises, videos with closed captioning, and other resources and tools.

By first completing the Learning and Study Strategies Inventory (LASSI), a self-assessment of students' awareness of their learning and study strategies, you can identify the skills area you would like to enhance by using the resources on this page: LASSI

If you would like to meet with an Academic Skills coach to develop a plan for enhancing your study skills, you can contact Emily Lugg,

What You Can Do to Be a More Successful Remote Learner

Motivation and Assessing Readiness for Change

Note Taking

Time (and Self) Management

Reading Skills

Exam Preparation

Stress, Test Anxiety, and Academic Success

What You Can Do to Be a More Successful Remote Learner

  • Make sure you have access to  books and other course materials: See number 5 (below) under Communicate with your professors.
  • Communicate with Your Academic Advisor: You should be in touch with your advisor if you have one or more “U”s for midterm grade estimates: Do you plan to a) withdraw from a course or b) stay in the course and work to raise your grade.  Friday, October 23 is the last day to withdraw from a full-semester course.  Below you will find information about tutoring support.
  • Communicate with Your Professors: Help your professors manage their emails loads by following these guidelines: 
  1. Read emails  and check other course information sources before reaching out to your professors (i.e., your question may have been answered).
  2. Know how and when to contact your professors--online office hours, video chat, or email.
  3. Try to “batch” your questions in one message rather than sending multiple emails throughout the day.
  4. Follow the 3 “C”s of communication--be Clear--Concise--Correct: e.g., Profess Smith, I have three questions about upcoming assignments: Then number and list your questions.
  5. Share important information with your instructors, including the following: You do not have internet connection or it is restricted; Your time zone and the number of hours you are ahead or behind; Specific concerns and challenges about remote learning; You do not have access to course material.
  6. Learn about what has changed about each of your classes--For example:

Office hours: Are there virtual office hours? If so, when?  Or will you be communicating with instructors through email on an as needed basis?

Assignments: Have the number or nature of assignments changed?  How are you expected to submit assignments? Have any due dates changed?

Classroom Pedagogy: What changes have been made to how the class is being taught?  Will those changes impede learning? How do you access course material?

  • Stay Organized and Manage Your Time:  Because you do not have the embedded structures of the on-campus learning  experience (e.g., attending classes each day at a designated time) to help you stay focused, motivated, and on task, you need to establish new structures and habits that allow you to be productive throughout the days and weeks for the remainder of the semester.  Here are several suggestions:
  1. Generate a list of due dates for all important assignments--i.e., quizzes and tests, homework, papers, class projects and other work.
  2. Add these dates to a semester calendar.
  3. Plan your week--i.e., class time, preparing for classes, and studying.  Resources: Weekly Planner Template  and Guidelines for Creating a Study Schedule.
  4. Set a daily schedule, using one of the online schedulers below:  a)\;  b) /; c)/; d) /
  5. Focus on coursework for classes at the times you had been meeting in the first half of the semester.
  6. Identify Your Time Wasters (attempt to reduce or eliminate these).
  7. Create a New “Normal": For example, developing a study plan and maintaining a regular schedule will help you feel in control.  Continue the study practices you followed when you were on campus; these include Taking notes as needed; Recopying and reviewing notes within 48 hours; and Keeping up with reading assignments.  Of course, be prepared to modify your study habits and practices to meet the demands of remote instruction. Remember: You may have more time--a lot more time--to focus on coursework than you did when you were on campus.  Use this to your advantage!
  • Collaborate with other students in the course: Are there students you studied with earlier in the semester?  Have you reached out to those students to continue working together?  If so, develop a plan: Determine what time and on way day(s)you will “meet”; the means by which you will communicate (e.g., Google meet or something else); the purpose for each session.
  • Utilize Academic Support: The following support and resources are available:
  1. The Sagan Academic Resource Center will provide support remotely to students in these areas: Academic Advising, Writing, Quantitative Skills, Accessibility Services, and Academic Skills.  Go to the Sagan Academic Resource Center for contact information.  
  2. Use the additional resources below to learn how you can become a more effective and engaged learner by enhancing study skills, practices and habits. Here you will find informational guides, study tips and strategies, skill-building exercises, self-assessment pre-tests and exercises, videos with closed captioning, and other resources and tools.
  3. Remote Peer Tutoring is available in many subject areas/courses. An updated list of tutors will be available soon.  To schedule an appointment, please contact the Sagan ARC at 740-368-3925.
  • Think Ahead: What can you do, in terms of planning or preparation, to be successful for the rest of the semester.? You should begin planning for end-of-semester projects and final exams by learning about what will be expected in each course: For example, Will final exams be comprehensive, or cover (only) the last few weeks of the course?  What percentage of your course grades are based on final exams?
  • Contact Stephanie Rowland if you need assistance related to accessibility services: Go to the Accessibility Services office for more information.
  • Adhere to Principles of Academic Integrity:  This means doing your own work.  “All members of the Ohio Wesleyan community are obligated to maintain academic integrity and to foster it in others.” OWU’s Academic Honesty Policy.

Motivation and Assessing Readiness for Change

  • Villanova University--9 Tips for Staying Motivated in College: A short article which include the following and other tips if you struggle to stay motivated: Set small goals, Change your perspective, and follow a routine.
  • University of North Carolina at Chapel Hill--Motivational Strategies: You will learn about four strategies for improving self-motivation: 1) Strategies to set yourself up for success; 2) Self-care strategies; 3) Metacognitive strategies; and 4) Accountability strategies.
  • Allegheny College--12 Strategies for Motivation that Work!: Similar to 9 Tips for Staying Motivated.

Note Taking

  • Ohio University--Lecture Notes: 1) Lecture Notes Pre-Test (self-assessment); 2) Lecture Notes Evaluation (self-assessment); and 3) Step-By-Step to Effective Notes.  The two self-assessments, both 10 questions, will help you to assess how effectively you take and use notes and determine the quality of your notes.  (Each assessment can be completed in less than 5 minutes.)
  • Dartmouth--Note Taking: (Video: 8:55; subtitles/closed captions): Overview of Cornell Note-taking System with a focus on a three-step note-taking strategy: 1) What you do before class (15 minute-review of notes from the last lecture), 2) During class (take concise note in outline form highlighting main ideas with supporting facts and explanations), and 3) After class (reviewing, reciting, and learning notes over several weeks).  This page includes links to additional note-taking and other related resources.
  • Saint Benedict Saint John’s University-- Lecture Note Taking: 1) Written overview of the note taking process; 2) Tips on Taking Notes; 3) Signal Words (i.e., common words and phrases instructors use to signal that something important will be said).
  • Cornell University--The Cornell Note-Taking System: (video: 4:04):  A brief overview of the Cornell Note-Taking System--worth watching along with the Dartmouth overview (above)
  • Penn State University--Note Taking: Written overview of note taking: 1) Lecture Note Taking; 2) Effective Listening;  3) Write It Down If the Speaker . . . ; 4) The Five R’s; 5) Daydreaming; and 6) Technical Symbols and Abbreviations.

Time Management

  • Ohio University--Time Management: 1)Time Management Pre-Test (ten questions); 2) The 168-Hour Exercise (How do you use your time throughout the week?); 3) Time Wasters, and 4) Ways to Plan Time.
  • Dartmouth College--Time Management Tips: 1) Time Management Tips; 2) Time Management Quiz: How Well Do You Plan? (5 minutes or less to complete)
  • Cornell University--A Simple, Effective Time Management System: This site includes 1) Time management recommendations, 2) A time management worksheet for determining how many hours (for a given week) you need to devote to class preparation and studying for each course, and 3) Semester and monthly printable calendars.
  • California Polytechnic State College--Time Management Schedules: The CPSC site has 1) Guidelines for developing short-, Intermediate-, and long-term schedules and 2) Printable daily, weekly, and quarterly schedules.
  • Oregon State University--Build Your Time Mangement Tool Box: 1) Printable calendars; 2)Time Log; and 3) Other time management resources are available on this site

Reading Skills

  • Saddleback College--Reading Assessment for Different Subject Areas: By reading a brief document and taking a 5-question quiz (time required: 10 minutes), this tool allows you to test your reading competency in specific areas, such as the Life Sciences, Psychology, English (essay), Geography, History, and Mathematics.
  • Dartmouth--Reading Techniques: (video: length-11:12; subtitles/closed captions): Overview of strategies for 1) Preparing to read; 2) Increasing reading rate; and 3) Improving reading comprehension using the SQ3R method--survey, question, read, recall, and review.
  • Penn State University--Reading Comprehension: This site include a number of written guidelines and strategies for improving reading comprehension: 1) SQ3R Study/Reading System; 2) Tips on Underlining a Textbook; 3) Taking Notes on Reading; 4) Reading for Speed and Effectiveness; 5) How to Read a Difficulty Book; and 6) an Interactive (reading) Activity.
  • Walden College--Reading Skills--Self-Paced Interactive Tutorials: The self-paced tutorials focuses on four types of reading skills: 1) Reading to Understand; 2) Reading to Engage and Evaluate; 3) Reading Textbooks; and 4) Reading Research Articles. (You can complete each tutorial in approximately 20 minutes)
  • Cornell University--Textbook Reading Systems: Overview of three systems for reading textbooks: The SQ3R, P2R, and S-RUN systems.

Exam Preparation

  • California Polytechnic State College--Tests: Preparation Suggestions:  Topics include 1) Planning your study time; 2) Determining what needs to be studied; 3) Making exam questions.
  • Ohio University--Exam Preparation: Comprehensive guideline for becoming an effective test taker: 1)  Exam Preparation Pretest (self-assessment); 2) Stages of Exam Preparation; 3) Guidelines for Taking the Exam; and 4) Learning from the Exam.
  • Cornell University--The Five Day Study Plan: Detailed guidelines for creating an exam study plan, which include examples of study plans and preparation and review strategies.

Stress, Test Anxiety, and Academic Success

Understanding and Managing Stress  

  • Cornell University--Understanding Academic Anxiety:  Brief definitions of anxiety, how it affects your academic performance, and the specific factors that trigger it.
  • Walden University--Module Two--Stress Management:  This three-module stress management video, which includes self-awareness exercises, focuses on the deeper roots of anxiety--Perfectionism and Imposter Syndrome--and provides strategies for managing them (You can complete the video in 10 to 20 minutes, depending how much time you devote to each module and the exercises.)

Test Anxiety and Academic Success

  • Einstein College of Medicine--Overcoming Text Anxiety: A concise, useful overview about how you can overcome test anxiety--the causes and symptoms of test anxiety and what you can do to manage it.
  • Princeton Review--10 Ways to Overcome Test Anxiety: 10 common sense suggestions for reducing test anxiety.
  • Purdue University--How to Reduce Text Anxiety for College Students: A more comprehensive overview, covering: 1) The academic and non-academic sources of stress and 2) How to reduce stress prior to and while you are taking a test




Sagan Academic Resource Center
R.W. Corns Building #316
61 S. Sandusky St.
Delaware, Ohio 43015
P 740-368-3925