PSY 202 CONSIDERING THE PRESENT 1 Considering the Present

Considering the Present
Sally Student
Ashford University: PSY 202
Considering the Present
On the road to academic success, we may find the drive is long and tedious. There are
times we may find ourselves stuck with no signs ahead to help navigate us to the next point.
When equipped properly, we may not stay ensnared for long. In this essay, I will discuss the
experiences of family support and time management skills on online learning, the influence of
Bronfenbrenner’s microsystem and mesosystem (Mossler, 2013) on my development, what I
learned from those experiences, and how I applied them in online learning. I chose the past
experiences of time management and family support because of their significant impacts on my
online academic success.
Family Support
As a new online learner, I recall that my professor alluded that good students are made,
not born. That hit home. For me, it meant I had to be to be successful. Online learning was a new
environment that I had to master. The online classroom was a maze. I had to quickly learn how
to navigate the course room, where to post assignments, where to locate the course materials and
meet deadline dates for weekly assignments. Failure was not an option.
With two small children, and working full-time, I knew that I had to involve my family. I
needed help. With my husband’s support, we developed a monthly schedule that worked for both
of us. My weekly schedule was our roadmap and by knowing when I had to work on
assignments, he took care of the kids to free up my time for me to do just that. As I gradually
developed a system that worked, I was able to develop good study habits for online learning.
My best support came from my family. My everyday experience of the environmental
influences of “family, school, and relationships” is explained by Bronfenbrenner’s microsystem
(Mossler, 2013, p. 61). By keeping my family in the loop and leaning on them for support are
important resources that I can count on to achieve my academic goals. I first learned to lean on
family and then my professor for guidance and support. As I build rapport with my classmates, I
began to lean on them in other ways that were reciprocated (Vygotsky, 1978). Those experiences
reinforced time management behaviors I modeled at work (Bandura, 1978).
Time Management
Reflecting on my professional experience, I set timelines to conquer daily demands. This
experience flowed over in my online education to manage my mix of obligations. As I sharpened
my online skills, I was able to stay on top of required commitments. Developing computer
assistants, such as the pop up reminders psychology research paper writing, to do lists, prioritizing tasks and calendar systems are
effective strategies for success. Planning assignments avert procrastination and stress.
Stress that result in difficulty for students and the community they engage with is referred
to as the mesosytem, which is “an interaction between groups within the microsystem” (Mossler,
2013, p. 61). I interact with my peers and professor by posting assignments early, or on time. I
move through my courses cognizant of the fact that learning, for me, is a life-long journey and
managing time requires continuous effort and practice.
In conclusion, the above experiences illustrate that new online students lack confidence,
not because they lack the ability, but because they have not been taught how to develop
strategies, such as, gaining family support and developing time management experiences to
master online learning. I have gained new knowledge from both from my experiences and the
ecological theory on my development that will continue to reinforce positive behaviors toward
achieving online academic success.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Mossler, R. (2013). Adult development and learning. San Diego, CA: Bridgepoint Education.
Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.

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