# data[].attributes.body
This period followed the completion of the research report marked the beginning of the end of my MGMT 2063 journey. With a lightened load I was determined to finish my remaining assignments in a timely fashion. This drive caused me to operate more productively than I had in prior weeks. The task of preparing my video presentation was upon me.  I was excited to be using the screen o matic software for the first time and already had thoughts of how it would be used in the future. However I first needed to prepare my presentation.

As I started to draft the power point presentation, I became a bit frustrated trying to condense my content into a five minute presentation. However, because I was making wiser use of my time, I was able to work and relax without the unnecessary pressure of an impending deadline.  This allowed me to step back and gather my thoughts before reattempting sections that were proving to be challenging.  In the end I was able to produce a product that I was proud of. Moreover, I learned and was able to utilize a technology I did not even know existed before MGMT 2063. I always thought that despite the advancements in technology video presentation creation even in its simplest form would offer some complications. But surprisingly I found it to be the easiest part of the assignment!

The presentation culminated with a questions and answer forum. I appreciated this forum because it allowed me to gain insights into other presentations.  It was a demonstration and reminder of the diversity in human thinking and perceptions which showed through the opinions, critiques, questions and answers.

Overall this assignment was a skill building and critical thinking developing activity that I appreciated.  It took my presentation knowledge and skills to another level through the introduction of a new medium and asset (screen o matic).  Because of presentation week, I now look forward to future presentations.

# data[].attributes.body
I began semester 1 2016/2017 with anticipation, excitement, and great intentions. This period marked the end of my 100 level courses and the start of my 200 levels. I took a keen interest in all of my courses (this semester) because each represented a subject area that offered some intrigue.

MGMT 2063 Research Methods for Business was my formal introduction to the research world. From my first interaction, I knew that the underlying reflective and reflexive structure would guarantee a challenging, yet fulfilling ride. And just like my initial encounter with reflective practice (Foundation 1501), I engaged some activities with a bit of annoyance. During orientation week, I recall having to develop and submit a timetable. This activity was particularly difficult for me because I worked shifts and overtime often, so creating a genuine schedule at that time was something I viewed with irritation and as unnecessary. However, I came to appreciate the purpose and benefit of the exercise after completing and reflecting on it days later. It was activities like these that reminded me of the value and lessons in things that I do especially in the academic world. Each of the weekly units provided a thorough and detailed introduction into the components of the research process. And the activities including discussions such as concept map creation and critical analysis of literature review, and padlet reflections were where the learning points were cemented and reflective reflexive skills developed.

MGMT 2063 was also the most engaging of all my courses. At times I felt overwhelmed with the lengthy readings, assignments, and discussions, but all of these activities helped me understand the information and the research process. The presentations and  supplementary tutorials were so helpful to the point that they helped decode the statistics of data analysis which seemed to be written in a lost foreign language in my Econ 1005 material.

Overall, MGMT 2063 was a wonderful experience even though I may not have always applied myself as I should. Not only am I more knowledgeable about: business research, proposal and report drafting and presentation, I am also a better student having learned and been reintroduced to lifelong technical, communication, and critical thinking skills. I found this course to be so much more than information on business research...it was invaluable experience.

# data[].attributes.headline
MGMT 2063 UNIT 8 Summary (Week 11 and 12)

# data[].attributes.subject
MGMT 2063 UNIT 8 Summary (Week 11 and 12)

# data[].attributes.body
Week 11 and 12 covered the topic of a data analysis which I received an early introduction through my research report. Nonetheless, despite me earlier interaction I found the material to be surprisingly more understandable and easier to follow than a statistics class.

The topic addressed the analysis of qualitative and quantitative data, which  both serve different needs, and hence have different analysis process. The simple model of qualitative data processing developed by John Seidel consists of three iterative step: noticing, collecting and thinking about things. This model is the foundation of the qualitative process and involves a process of understanding data rather than measuring data. The more detailed process includes: transcription, organizing data, familiarization, coding and finding themes. Qualitative data analysis requires an intimate awareness of the research object so that relevant information can be garnered during analysis. This hinges directly on the thought process of the researcher as software is limited only to the collection, organizing and manipulation of the data.

Quantitative data on the other hand involves the statistical analysis of quantified data. Statistical analysis can be descriptive or inferential. Descriptive data is the way data is describe, or summarized in a meaningful way.  It helps one to "see" the data and patterns that may emerge. However, it does not allow for conclusions to be drawn about the data. (Statistics, n.d.). Inferential statistics on the other had allow for generalizations to be drawn about a population from a sample of that population. The two methods of inferential statistics are estimation and hypothesis testing. Estimations allow for inferences to be made about a populations based on sample data; test of estimations include confidence intervals and parameter estimations. Hypothesis testing allows inferences to be made about whether or not data supports a particular hypothesis. These test include Anova, Pearson's r, Z test and Chi Square test. Overall, the analysis of quantitative data can be completed using computer software.

Data analysis is another crucial step in the research process. It is the step that "makes sense" of the data collected and fulfills the research objective/s. In this step, hypothesis are not only accepted or rejected, but new theories are uncovered.

References

Statistics, D. a. (n.d.). Retrieved November 17, 2016, from Laerd Statistics: https://statistics.laerd.com/statistical-guides/descriptive-inferential-statistics.php

# data[].attributes.body
This week which was designated for group debates was suppose to offer a bit of relief from the "almost end of semester" pressures and endless assignment.  In addition, I thought that the nature of collaborating as a group for the debate, and other assignments would also offer a bit more reprieve. However, lapses of fatigue, procrastination, and obligations, both personal and professional  took its toll. In addition, differences in opinion and views threatened to add further stress. Despite the challenges, I still deem the week a success because it was filled with academic and personal learning and growth. My mind was stimulated and my character refined.

The topic for the debate assignment was thought provoking. It required to me to compare aspects of quantitative and qualitative data. I found this to be different because in my learning I always thought of both as apples and oranges,  both tenants of research, but mutually exclusive and honestly never sought to put one over the next. Therefore, this caused me to explore resources and literature that help me to establish  and reinforce knowledge in both subject matters.   This was stimulating and reminded me to appreciate all manner of assignments.

The refinement of character came the my group collaborations for this and other courses over the last two weeks. These interactions and exchanges have been some of the most challenging thus far. The debate topic was the cause of disagreements amongst myself and a group member. Differences in perspectives was the main issue as my teammate and I held two very different views. However, in the end were able to settle our issues maturely and without resorting to name calling or bashing. The idea of having to work in groups is almost always met with a long inward groan. However, it is undoubtedly an opportunity for growth if allowed. It fosters understanding and acceptance of differences. It also helps me to see the world through another eyes and helps me to understand and appreciate  what makes human beings so unique.

Overall, debate week did not offer the relief I envisioned, but nonetheless I still consider it a success. 8810630P���C$Y

# data[].attributes.body
The two week exploration of unit 7 covered details of data preparation and presentation.  I was introduced to concepts such as editing, coding, data dictionary, and cleaning which all relate to data preparation. The presentation of the data followed which outlined the display of data for analysis. As it relates to data preparation, editing and coding are the first steps after completion of data collection. Editing precedes coding and involves the examination of data for errors such as omission and legibility. The coding process lays the foundation for data analysis. Coding, whether for qualitative or quantitative data, essentially summarizes the data in a meaniful way (Data Coding in Research Methodology , 2014) for it to be used in analysis software. These codes can be numerical, words, or phrases. An important element of the coding process is the establishment of a codebook which details and outlines the codes used in the research. Managing, manipulating, and analyzing the data requires structure and order. An electronic database where the data is entered facilitates these processes. In addition, it is also important that the data items contained in the database be defined in a data dictionary. This file defines the organization or structure of the data (Beal, n.d). This is important because it is a medium which persons can consult to seek clarification on data items. The data undergoes another quality check once it is entered in the database. Data cleaning and modification are the processes of verifying or checking the data entered, and making alterations as necessary. Once data preparation is complete, best practice dictates that the data be visually and graphically represented to get initial insight and prematurely analyze data patterns. Depending on the data various techniques may be employed. Some of the other ways the data can be displayed include frequency tables, charts, graphs, and stem and leaf plots. Unit 7 emphasized the proper treatment and processing of data, challenges that may be encountered and best practices to help overcome them. It provided me with essential information on processes and the implication of these on the overall management of data.  Based on the material in this unit I am now prepared and excited engage and explore the data analysis process.

References

Beal, V. (n.d). Data Dictionary. Retrieved November 1, 2016, from www.wepopedia.com

Data Coding in Research Methodology . (2014, November 19). Retrieved November 1, 2016, from www.readingcraze.com

IJk��Y:���

# data[].attributes.body
Questionnaires are one of the primary data collection tools in business research. Because research success depends heavily on quality and useful data, it is therefore necessary that the instrument used to collect the data also be of good quality.  The design of the questionnaire was the focus of unit 6. This also entailed factors relating to and affecting the design, and data quality such as: communicating with respondents, questionnaire design/ layout and errors.

The researcher communicates with respondents via the questionnaire. More importantly as noted by Bowling (2005), researchers must be aware of the significant effect that the mode of administration, or communication media has on the validity of results and research methodology. Interview (human interactions) and self administrated modes differ in their methods of contact (face to face, email, telephone), the medium of questionnaire delivery (in person, by post, electronically), and the administration of the question. In a business context it is important that the modes of delivery be carefully evaluated and the potential biases of each weighed to establish that best mode or combination of modes to obtain the most accurate results. The impacts on respondents, logistics, response rate and accuracy of responses should be evaluated. For example, a business may conduct a poll via email about a new product or idea. However, the company did not account for the majority of its customers with any computer access. Hence the email responses received would not be a true representation of it general customers base feelings towards the product.

The design of the questionnaire is also impacted by the communication medium used. For example, self administered questionnaires do not facilitate human interaction, and hence no avenue for explanations or clarification. Hence, these questionnaires should be produced with simplicity and clarity for the respondents. Interview questionnaires, however, can be more complicated as it allows for human interaction. It also allows for interviewers to build rapport and check for errors.

The questions which form the basis of questionnaire are vital. They must be constructed properly to effectively communicate and help the respondent to understand the question. Researchers should avoid leading, double barrelled, ambiguous questions, and memory taxing questions.  The sequence, layout, and visual presentation questions also have an impact on accuracy and validity.

Improper or lacking question and questionnaire design can result in errors that will have significant impact data quality. Interviewer and respondents errors are relating to questionnaire design. Interviewer errors are those errors caused by the interviewer and respondent errors are the results of his/her interaction with the question. However, errors can be minimized by quality questionnaire design. Pre-testing allows for the identification of weaknesses. A well designed questionnaire increases the response rate and ensures the collection of accurate and reliable data.

The design, impact and influences of the questionnaire which is one of the cornerstone data collection instruments should not be taken lightly. Being one of the primary communication tolls of researchers it is important that it effectively communicates to the respondents.

References

Bowling, A. (2005). Mode of questionnaire administration can have serious effects on data quality. Journal of Public Health, 27(3), 281-291. Retrieved October 22, 2016, from http://jpubhealth.oxfordjournals.org/content/27/3/281.full 25�� �{m

# data[].attributes.body
Unit 5 covered the topic of data collection. It not only informed on the actual data collection process, but provided an overview of the data sources and the field aspect of the collection process. In addition, the unit highlighted the significance of due process and diligence in each of the above mentioned aspects in ensuring accurate and valid results.

As it relates to data sources (primary and secondary), the advantages and disadvantages were explained. From the lesson, I was able to appreciate the value of both, but more importantly understood that any research undertaking ultimately relies on both. Even in exploratory research, there is always some secondary data that can lend to the study; this can be in terms of a obtaining  general understanding of the topic, or, examining methodologies that was used in a similar topic that can be adopted, combined, or excluded. Access to data was also highlighted. This aspect was something that I took for granted especially pre MGMT 2063. Because scholarly and/or validated data sources are key in research, accessing the content can sometimes be problematic, or costly to due proprietary restrictions. It is therefore critical that the researchers be aware of any avenue that allows him or her to access the information, or how he or she can go about doing the same.  Another essential point was the valuing of data, which is equally as important as the source of data. Determining data value can be done using four criteria: timeliness, relevance, completeness, and quality.

How to collect the data, or the data collection process was explained next. This process as defined by the text involves the selection of the data collection method, designing or identifying the collection instruments, and gathering of data using the method and instrument. Surveys, interviews and observation which were identified as the three most common collection methods and the advantages and disadvantages of each explained. Like the sources of data, the information also highlighted that most data collected is mixed in approach (both qualitative and quantitative).   This fact to clarify my thoughts on the classifying of data as I embarked on my research proposal. The data I proposed to collect is qualitative in nature (it describes attitude and feelings); however it is given a numerical value which causes it to adapt a quantitative nature. Verification of data using various methods of triangulation (investigator, theory, methodological and source) was also covered. By triangulating (using several different techniques in the same study) the data it increases the validity of the results. In my own research for an assignment, I came across a study that used this process in a methodological approach, however at the time Ii was unaware of the term. However, it was something that I took a note of because I understood the justification it provided for the data.

The unit ended with the overview of the preparation and management of field process. The actual collection of data by field workers is a crucial step. The text stressed the importance of persons understanding their role and what was required. Preparation and training are essential to convey and ensuring persons are prepared for the task. Ultimately, these persons are the ones dealing with the initial collection of the data and any error of their part will undoubtedly have significant impact on the results of study. Effective management of these persons is also critical to minimizing errors. Overall, I feel that this aspect of the data collection process is essential most critical because accurate data analyzed using the wrong technique can be corrected more easily than inaccurate data analyzed using the right technique.

This unit provided a lot of insight into the various aspects of data collection. But more importantly it opened my mind to just how “creative” the research process can and should be. Whilst there are rules that apply, the objective and design of the study allows the researcher much flexibility to mix and match, include and exclude components that will help the study to best achieve its unique goal.

References

Sheen, Liz (2014 ) Research Data Collection https://www.youtube.com/watch?v=5gfxOa4fu3Q

Frankfort-Nachmias, C., & Nachmias, D. (2008). Elements of Research. In S. Berger (Ed.) & A. Calcara (Ed.), Research Methods in the Social Sciences (pp.46 -52).New York, NY: Worth

# data[].attributes.body
Following problem definition is the strategizing of how to effectively address the research problem, or essentially design the research. In other words, the focus should be on what framework will be constructed to find the answers one is looking for. Unit four presented a detailed overview of the various aspects of the research design which involves the methods and procedures for data collection, analyzing and interpreting. It became clear that the research problem would define, or determine the research design (University of Southern California, n.d.)

Identifying the approach to the research problem; whether it will employ qualitative, quantitative, or mixed (both qualitative and quantitative) methods would help the researcher to determine suitable/s designs or methods. Each approach has several designs/methods associated with each. In qualitative based research the major methods are: phenomenology which is research based on the subjectivity of human experience. It seeks to understand the meaning of an experience; ethnography involves the studying of cultures through immersion; grounded theory focuses on understanding a phenomenon to build theory; and case study which focuses on exploring, studying, and understanding a person, group or event in detail. The major methods associated with quantitative research are: experimental, this method test cause and effect relationships; it also involves the manipulation of independent variables; quasi-experimental differs only from experimental in regards to subject assignment to control group. There is no random assignment, the current or existing groups are used as is; and non experimental methods where the researcher does not have control over independent variables, but uses information to describe a phenomenon (YouTube).

In addition to the above, business research is also generally classified as exploratory and conclusive. Exploratory design which aims to find new hypothesis is commonly linked to qualitative research, whilst conclusive designs are related to quantitative research. Conclusive studies are subdivided into descriptive and causal designs/methods. Descriptive research can be further broken down into cross sectional and longitudinal design. Both are observed without manipulating the study environment; however, cross sectional is comparison made on a single point, while longitudinal makes comparisons over a period of time (Institute of Work & Health, 2015).

The unit went on to highlight conceptualisation and measurement, but from their key role in planning. Conceptualisation is essentially the clarifying of a concept using words or examples. For example, the concept or what is meant by “social status” – is it defined as wealth or power or both. Concepts can then be measured through the use of variables. Variable are those properties or attributes that can be easily identified and measured. In the previous example, wealth may be the variable chosen to be measured. Measurement involves the assignment of numbers, and there are four levels of measurement: nominal, ordinal, interval and ratio. Good measurement is essential to the overall research. Measurements should comprise of and can be evaluated on: reliability, validity and sensitivity.

The unit concluded with addressing the units (persons, group, country, or interest of study) of the research and the selection process. Sampling is a technique that allows a researcher to study a small section of a population as a way to draw conclusion about the whole population. The two sampling techniques are probability and non probability. Probability sampling gives each unit a chance to be selected, non probability sampling does not. Each category has further techniques that can be employed in selecting units. Also highlighted were the errors associated with sampling. These include sampling and non sampling errors. Sampling errors are a direct result of the sampling selection process. Non sampling errors, which include: coverage, non response, response, interviewer, and processing errors are random and systematic errors not associated with sample selection.

Unit four provided a very good overview of research design and related elements. However, I found that I still needed to explore additional resources to grasp the topic of research design. The issue was due to my inability to distinguishing the research design/methodology from the research method. The need to understand and clarify would ultimately be for me benefit as I now have a better appreciation and understanding of the compelling role that research design plays in the research process.

References

University of Southern California. (n.d.). Research Guides. Retrieved October 3, 2016, from USC Libraries: http://libguides.usc.edu/writingguide

(n.d.). Retrieved October 3, 2016, from YouTube: https://www.youtube.com/watch?v=EHq5RthXWfE

Institute of Work & Health. (2015). Retrieved October 3, 2016, from Institute ofWork and Health: https://www.iwh.on.ca/wrmb/cross-sectional-vs-longitudinal-studies

# data[].attributes.body
Researching, whether academic or, business, without communicating is pointless. This was evidenced in Unit three where the central theme was communication in the research process. As the text noted, communication throughout the research process; proposal, report, and presentation (oral) is critical. The message that is, or, should be communicated varies with each stage. From this lesson I also understood that when communicating, especially in the various research stages it is vital that I ensure I convey my intended meaning.  This can only be accomplished by my understanding the purpose of each process and effectively communicating at each stage.

The research proposal is medium that the researcher uses to communicate why the research is needed and his/her detailed planned approach to the same. In academia, research proposal differ slightly in purpose and format from business. Whilst both require critical thought, in applied business research it (proposal) is restricted to the organizations’ issue that requires investigation and can be impacted by guidelines imposed by them. In academia, the topic of inquiry of the proposal and design are chosen by the researcher. In terms of components, business proposals usually lack a literature review; contain a detailed budget and plan; and qualifications of the researcher. It is usually a pitch to the company by the researcher to use him/her to complete the study.

Following the proposal, and upon completion of the study the results, or findings need to be communicated. This is done through the research report. In applied business research, this stage is especially essential as management base their decisions on the information presented. It is imperative that the written report be presented professionally, and with as much clarity as possible. Unnecessary or irrelevant information should not be included. The report is similar in format to the proposal however; they have some differences. The terms of the tense used in writing, the proposal is usually written in the future and report in the past. In addition, the report would feature sections such as results, discussion (researchers’ interpretation of results), suggestions, references and appendices.

The results of a study may also be required to be presented orally. In this instance, preparation is extremely important. Unlike the written mediums, the researcher must also be aware of the nonverbal messages he/she is communicating to the audience. An effective oral presentation requires an engaged audience. It also entails ensuring that they understand the information being presented to them. This is true whether the research is academic, or applied business based.

Unit three emphasized the need for effective communication in the various stages of the research process. The proposal process allows the researcher to demonstrate their understanding of the subject of interest and outline their plans to investigate the same. The report communicates what the researcher has found and its significance if any. In situations where oral presentations are required, the researcher has a opportunity to directly interact, and hence impact the audience with his report.

# data[].attributes.body
The research process was the focus of Unit. In the introductory portion, session 2. 1, I was given a descriptive overview of the research process which involves six stages: problem definition, research design, measurement, data collection, data analysis, and results and findings. Collectively, these steps help to define the research process which is a systemic approach to acquiring, analyzing, interpreting, and disseminating data and information to decision makers. The research process I learned is  cyclical and iterative in nature and does not follow a strict methodology. It is not uncommon to find oneself revisiting previous steps to make adjustments.

Problem definition, the first step was discussed in detail. This session reinforced that if  I am to embark in research study it is imperative that the issue or problem be correctly defined, because this is the foundation upon which my research will be built. As it relates to business research it was stressed that "problem" does not necessarily suggest something amiss, but may also speak to an opportunity that needs to be investigated.  Defining the problem is critical as it helps to guide the researcher in the right direction. It also sets the research into context as the decision statement, research objectives, questions, and hypothesis are then defined. The next critical aspect is the identification of the units of analysis which can be: individuals, groups, nations, etc As pointed out by Nachmais and Nachimas (2008), serious consideration must be given to the most elementary parts of what it is to be studied (unit analysis). Due to the uniqueness of the units, generalizing and theorizing of research procedures can result in fallacies, either ecological, or individualistic. An ecological fallacy is committed when one draws inferences about individuals directly from evidence gathered from groups or societies.  An individualistic fallacy is the reciprocal, inferences made about groups from evidence gathered about individuals. Attention was also drawn to the types of variables, dependent, independent and controlled with which I am familiar. Discrete and continuous variables were also highlighted in detail.

Another aspect of problem definition that was highlighted is the literature review. After focusing the area of study, exploring and gathering existing knowledge or literature is the next step. A literature review not only allows the researcher to expand their knowledge base in the subject area, but may also help to identify questions that may have already been answered; identify gaps that may exist in literature that can be addressed by the researcher. The unit also emphasized the need to rely on appropriate sources for data and information, such as dissertations, books, electronic journals. These sources can be classified as Primary, secondary, and tertiary.
Overall, the unit gave me an in-depth look at the first step in the research process. It helped me to appreciate the various aspects of the process which I may have taken for granted.

References

Frankfort-Nachmias, C., & Nachmias, D. (2008). Elements of Research. In S. Berger (Ed.) & A. Calcara (Ed.), Research Methods in the Social Sciences (pp.46 -52).New York, NY: Worth

# data[].attributes.body
In unit one I experienced both old and new concepts. However, the overall theme of business research was unfamiliar to me. Having studied research from a more scientific approach I found the concept of business research more relatable. The unit provided a very good foundation of what research is and progressed seamlessly into its application in business.

In the first session, the foundation for business research was laid. As the unit noted, even though I already had a general idea of research and its purpose as an investigative and enquiry process, I found the detail definition informative. I also came to understand it (research) as a knowledge building process. This fact would play an important role as I learned about the research application in business and its importance. Learning and remaining current about a organization or company’s internal and external environment is an absolute must for any successful business. This illustrates a continually knowledge building process that may be exploratory, descriptive or casual in nature. The type of research conducted by a business would be justified by its aim, objective, or what it seeks to understand or gain.

The second session introduced research methods. The concept of knowledge development was further developed as I learned about the philosophies that impact my research process. Unfortunately, I am still struggling to grasp the concepts of epistemology, ontology and axiology. I understand that they are various assumptions that are made about knowledge development, and are applicable in different research settings; however, the definitions are still unclear to me.  On the contrary, the research approach which includes deductive and inductive processes was familiar territory. Deduction is reasoning a process that moves from a general premise to specific conclusion. Induction on the other hand, moves from a specific observation to a general conclusion. The qualitative and quantitative research strategies were also discussed.

Lastly, the role of ethics in conducting research was addressed in session three. In this section I learned about the complex and delicate situations that can arise before during and after the research process. Despite the researcher being guided by ethical policies, he or she bear great responsibility in determining and ensuring that they conduct themselves in a ethical and responsible matter. Moreover, situations do arise that can challenge the rights of researcher and those they wish to serve.

Overall, I found Unit one to be very informative and a great introduction to business research.

# data[].attributes.body
It has been my goal recently to learn more about and develop skills in research and analysis; so I came into Management 2063 with anticipation. The course was titled “Research Methods for Business-Introduction to Qualitative and Quantitative Approaches” so I knew that it would offer a lot of insight and knowledge in this area.

Having been with the Open Campus for the past two and a half years, I was very familiar with the Orientation processes and exercises. The majority of which I found repetitive and mundane; however MGMT 2063 orientation was refreshingly unexpected.  I hadn’t felt that way since Foundation 1001- Foundation For Learning. But, I must admit I also felt a bit worried. It was positively different because of the number of activities that I was required to complete. The most notable was the timetable. Initially, I was a bit annoyed with the activity, because it was requiring too much of my time. But, as I started to create the timetable, the annoyance was replaced with appreciation. I was being realistic with my times. I took into consideration my : too common unpredictable work schedule, love of sleep, and inclination for nocturnal hours, and created a schedule that was the best fit possible. I realized that could creating a weekly timetable was the best option for me because I am a shift worker. I knew that I may not be able to follow the schedule, but knowing that I had mapped out my week would definitely assist me with time management. The introduction to Padlet was also something that I found very interesting. Learning about resources, especially collaborative ones is also encouraged. Never having used, or been aware of the site, I am looking forward to exploring it more and incorporating it in my academic and personal life.

The orientation week despite its intrigue also caused me some concern. It showed me that the course would take on a seemingly fast pace and there was a lot of information and material that would be delivered. However, I knew that I was a university student and that this was a part of the package. Despite, my butterflies I am looking forward to the challenge and I am encouraged because my Course Co-ordinator and Tutor have demonstrated that they are not only competent, but well aware of what it takes to developed self directed learners.

Orientation week is now behind me and I looking forward to what lies ahead.