Successful Online Learning Community Essay

September 6, 2017 Engineering

1. Read “Read-Only Participants: A Case for Student Communication in Online Classes” by Nagel. Blignaut. and Cronje. 2. After reading the Nagel. Blignaut. and Cronje article. compose a 250-500 word sum-up of it. 3. Mention to the guidelines for composing an effectual sum-up presented in the Module 2 talk for usage as a usher. Review the assignment rubric every bit good prior to get downing the assignment. 4. Be certain to include a treatment of the research job. inquiries. method. findings. and deductions discussed by the writers. 5. Fix this assignment harmonizing to the APA guidelines found in the APA Style Guide. located in the Student Success Center. An abstract is non required. 6. This assignment uses a rating rubric that can be viewed at the assignment’s entry box. 7. Submit the assignment to Turnitin

Read “A Case for Student Communication in Online Classes”

One can still larn even if they do non take a portion in the on-line treatment ( Beaudoin 2002 ) . Read-only participants: a instance for pupil communicating in on-line categories was done to demo the other side of Beaudoin’s article. Learning or skulking? Tracking the “invisible” on-line pupil. Nagel. Blignaut. and Cronje wanted to demo how successful pupils are when they take advantage with in an online community. In order for a pupil to be able to win in any on-line class. the pupil must lend every bit frequently as possible. Over eight hebdomads. . a web merely based class was given at the University of Pretoria. And every hebdomad the pupil would make research. take part in treatments. web artefacts and subsequently do a group assignment ( Nagel. Blignaut. & A ; Cronje. 2009 ) . Through these assignments. Nagel. Blignaut. and Cronje were able to see how each of the pupils was able to relay on one another for aid. and besides giving feed back.

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The concluding classs were based on. 10 % from the treatment airs and the other 90 % came from research poster. web artefacts. group assignments. equal reappraisal. and concluding essays assignment ( Nagel et al. ) . Though the survey was conducted on the base to happen out how good a pupil would make by take parting. they besides looked at those who did non and those who semi participated. Students were put into to three classs: the fail group ( 50 % and less ) . Pass group ( 51 % to 74 % ) and the Distinction group ( 75 % and higher ) ( Nagel et al. ) . With the instance survey you can see that pupils had more success based on if they posted online. turned in assignments. or interacted with in the online community. Those who do non take part may necessitate up neglecting or dropping out of school. No 1 truly knows why there are pupils who would non interact…

Summery 2

Article Summary: Read-Only Participants: A Case for Student Communication in Online Classes As engineering advances more and more. computing machines and cyberspace have become more accessible. low-cost. and of all time so popular in recent times. With easy handiness to internet. the online acquisition environment is a turning tendency. Schools all over the state offer on-line plans and fast gaining grades. Students from different demographics and age groups fill on-line schoolrooms doing it even more popular. However. with such diverseness in the schoolroom how does the teacher control communicating in the schoolroom? Does the deficiency of engagement from fellow pupils influence the acquisition environment? What are some of the different types of pupils frequently found in the online classes environment? This article will sum up the chief points found in a research based on a instance survey prepared by Nagel. Blignaut. and Cronje . With extended research. probe. and observations Nagel et. Al. ( 2007 ) put together an article foregrounding the importance of communicating in the online categories.

Detecting a important drop-out rate in online categories. they were determined to research what affected this rate and which facets of the online categories were puting pupils behind. The writers used different methods to garner informations to back up their findings. and used different articles to integrate their research and endorse up their decisions. In order to analyse pupil engagement they “presented an 8 hebdomad class on web-based distance acquisition to Masters pupils on a computer-integrated instruction class at the University of Pretoria” ( Nagel et. Al. . 2007. p. 41 ) . Matriculated in this class were pupils from a diverse background and different age groups runing from 30 to 50 old ages old. Throughout this 8 hebdomad class Nagel et. Al. ( 2007 ) were able to detect and measure pupils from different positions. The writers used the different tools provided online in order to analyze…

Title: UNV-5: Article Summary

This article titled “Read-only participants: a instance for pupil communicating in on-line classes” discussed the importance of communicating in on-line classs every bit good as the grounds why pupils win or neglect in these on-line classs. To obtain replies to the concerns antecedently listed. an 8 hebdomad survey of pupils in an on-line category was conducted. This survey consisted of supervising on-line communicating and schoolroom activity among pupils with different backgrounds with geographical location and age being two of the chief contributing factors. From this survey. consequences of both success and failure were discovered and documented. From the facet of success. the undermentioned consequences were found: First. categories that had on-line treatment helped pupils that would usually be introverts in a traditional category. to be active in treatments. Second. this type of category helped to better the acquisition of pupils by making inquiries and replies ( in the signifier of stations ) of high critical thought accomplishments.

Third. on-line treatments that were developed created a community of support and healthy interaction ( L. Nagel. et Al. . 2007 ) . Fourth. the facilitator ( professor ) that was really synergistic with his category became a great plus to the on-line category because he provided feedback and avowals to the pupils through posted answers. Because of the interaction of the facilitator. pupils became more involved with the category. Consequences from failures were besides documented. One chief point was the creative activity of the “read-only student” . This type of pupil would non actively take part. He would read the discussions/posts. but would non affect himself in the existent poster of inquiries or remarks or giving really limited remarks. Reasons for this type of behaviour were cunctation. isolation. and/or strangeness with engineering ( L. Nagel et…

Summery 4

The article states that pupil engagement in an on-line category significantly relates to successful completion. The article strongly encourages pupils to take part to the full in an on-line category. The end was to happen a theoretical account to foretell on-line success. since “drop-out rates for online classs range from 20 to 50 % ” ( Bernard. Brauer. Abrami. & A ; Surkes. 2004 ) . Based on the authors’ findings. pupils that non merely logged on on a regular basis. but besides communicated efficaciously with their schoolmates or the facilitator. were the 1s who successfully completed the category. Those pupils who did otherwise did non portion in the success. Research workers used a learning direction system ( LMS ) to track students’ parts within on-line communities. The LMS reveled that some pupils do non recognize the benefits of take parting online. which was apparent by their failure in the category.

Students that listened but did non take part did non derive the same benefits as those who participated to the full. Interacting with your equals can assist extinguish the societal isolation that on-line pupils frequently experience. These interactions insure pupils are a portion of facilitator-controlled treatments. As the pupil participates they gain more cognition of the stuff. and are able to lend to the community more. Groups of pupils are better able to job solve. every bit good as clarify thoughts.

“Well-facilitated on-line treatments can be more inclusive than schoolroom treatment by including introspective pupils and enabling better quality interaction” ( Cox. Carr. & A ; Hall. 2004 ) . Since. the writers were finally interested in bettering class completion rates. they divided these “Low online visibleness and participation” ( Nagel. Blignaut and Cronje 2007 ) pupils into five classs. The first is the read-only participants. pupils that logged in and posted often but did the station anything of value in the forums. pupils that had issues logging on ( due to hapless Internet connectivity ) . …

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