Juggling between school and employment, family and personal life is not a simple task- in a flexible learning environment, like Western Governors University (WGU). WGU, pursuing the freedom of choice with its self-paced system, requires a lot of discipline and planning, although students are free to choose. Without scheduled classes, students do not have time to study and meet their daily obligations, and consequently, end up under stress and cramming for exams. It has nothing to do with the possibility to learn course material, but it is about coming up with a system that would allow a gradual advancement. Many students are overwhelmed when it comes to the task of coming up with deadlines, and time seems to be running out.
However, it can cope with it with a few wrong plans without interfering with other duties. According to a study by Broadbent and Poon (2015), good time management and self-regulated learning strategies are quite successful in online learning to improve academic achievement. This underlines the importance of being smart, planning, and being organized. Its real-life quality will make it easy for any busy student to comfortably take his/her exams at WGU and graduate as a successful student.
Reality Knowledge of a Flexible Learning Model
One of the strongest and most challenging factors for WGU is its flexibility. It does not have the rigid lecture schedules and times as in conventional universities. The students will decide the time of study and the method of study.
Some desperate learners may even go to the extent of searching for the phrase take my WGU exam for me during the first stages, especially when there is a lack of time and proper preparation is not taken. However, academic performance risks can be experienced in the long run due to the use of shortcuts.
Instead of this, one has to be aware of the operations of the system. WGU Exam is a competency-based exam, and that is, you must have mastered the subject before taking the exam. This will require passive learning to be changed to an active and highly concentrated learning session.
Creating a successful Weekly Study Plan
One of the most appropriate coping mechanisms with the hectic schedule is a weekly schedule, since it is a plan that can be adjusted according to the lifestyle. Instead of lengthy study time, focus on regularity.
Such solutions may be viewed as a way out by pressured students, such as when I have little time to do my exam online, but it is better to break the time spent on studying into small and manageable portions (BAW, 2022). Although a slight amount of focused learning (one or two) in a day leads to high results in the long run.
The first step is to identify your free time, in early mornings, lunch, or evenings, and identify specific topics to be used before each session. An efficient plan will reduce stress and enable maintaining a steady progress without burnout.
High-Impact Topics should be given priority
All the topics will not require the same degree of attention. Some areas will be more weighted in exams, or they will be more difficult to get through. It can be time-saving to identify these high-impact topics through early identification of the same.
Begin discussing course descriptions and assessment criteria. Reread what is general in practice tests or is emphasized in books.
This is a particular plan that will ensure that your energy is used in the areas that are of the greatest significance. You do not strive to learn too many concepts at the same time, but you create certainty that you will know the significant concepts initially.
Use of Busy Day Micro-Study Techniques
During certain particularly busy days, it might not be possible to have lengthy study periods. In this, the techniques of micro-study are useful. These are short and intensive bursts of learning which you can implement in small corners of your day.
As an example, you can look through flashcards on a commute, listen to a short lecture on a break, or watch through notes before going to bed, all of which will assist in your preparation.
These small efforts can be regarded as small, though they do add up over time. Micro-learning can assist you in keeping up with your studies even with your tight schedule.
Practice Tests and Self-assessments
Practice tests are considered one of the most powerful WGU exam preparation aids. They will help you know how the exam will be, what your weak areas will be, and help you have confidence.
Instead of leaving it to the end of the week, ensure that you do self-assessments every week. This will help you to keep track of your progress and make or modify your study plan.
Reading the incorrect answers is equally important as it is to answer questions correctly. It will cause you to know what to get wrong and avoid that in the real-time test.
Borders between study and Personal Life
Learning at home may be very difficult because one is not able to separate his or her work and personal time. The reason is due to this unlimitedness, which brings about mental fatigue.
It can be helpful to create a special study environment that can remind your brain that it is time to study. Similarly, there should be some time to study and at the same time to relax and rejuvenate.
This is the balance necessary to be successful in the long-term. Long working hours without a break can lower the level of production and increase stress.
Conclusion
To cope with WGU exams and time in order to have time, one must plan, study, and be disciplined. The balance between their duties and their roles in not hampering academic performance can be achieved by developing a realistic routine, focusing on the important issues, and effectively using the learning strategies. Consistency and self-awareness that the busiest person can easily attain his/her objectives with ease is the most important thing that one needs to succeed in a flexible learning environment.
Reference
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
