Member Rara Avis
Honestly? If your instructor recommended that site, I would probably be a little concerned.
On the other hand, the things I found offensively wrong at that site are things that would never be covered in a beginner-level class. You're probably safe.
Learning Access isn't easy and, by extension, that means that teaching it isn't easy either. If you took a class in MS Word, you would logically expect to be taught how to use the software. You would NOT expect them to teach you how to write a good short story. But everyone comes into an Access class wanting to write their own Great American Novel. A database program isn't much fun without a database, but designing a database - like writing a short story - is a very different skill set. Access is one of those rare things where the sum is much greater than the parts. But ya gotta learn the parts before you can do the sums. For many, that can be discouraging. A good teacher, I think, can bring the student's focus back to something within reach of their skills, while at the same time, making at least most of those parts they need to learn seem like fun. Building forms, for example, can be a blast once you get past the "it has to be perfect" stumbling block. I always give out an award for the ugliest screen in class, rather than the best. "If it ain't ugly," I tell them, "You aren't trying anything new. You aren't learning."
A teacher is useful to learn concepts. What is a table? Why are Queries almost the same as a table? Is a Form really a separate object, or is it just another way of viewing Tables and Queries? Once you've learned the concepts they become building blocks, and the best way to learn how to use them is to USE THEM. Someone can spend a whole semester telling you how to play the piano, but until your fingers actually touch the ivories you really aren't learning anything. The problem with a classroom is that new concepts immediately follow old concepts and the student has very little time to put anything to real use. The little bit of hands-on they get usually isn't even enough to generate good questions. And until they start asking questions, they're just accepting and not really learning. This is true in a one- or three-day seminar, but it's even more true in a 15-week semester. Ideally, your "second" class should come when you need it, and not just because it's been a week since your first class.
Pick a small application that interests you. Maybe a Contact Manager, little more than names and addresses. Or a database for poetry? Your first project should be something you could just as easily store in an Excel spreadsheet (which is nothing more than flat-file database). Keep it simple and use what you've already learned. Questions will inevitably rise, and you'll learn more. Every time you've reached a point where you're satisfied with your application, think of ways you can extend it. At the point where you would need two or three worksheets to store it in Excel, you'll probably graduate to a relational database model and you'll have a whole lot more questions. Each answered question will grow your skills a little more. It won't happen overnight, and you'll likely end up throwing away most of what you do so that you can start a new one that is better, but one day you'll look at it and realize - you've got yourself at least a pretty decent American Novel.