Essay on Summary- Read Only Participants

engage and learn even when not taking part in online discussions. The context of this

This article titled “Read-only participants: a case for student communication in online classes” discussed the importance of communication in online courses as well as the reasons why students succeed or fail in these online courses.

Students will be able to engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing

There are many characteristics for online learners. My characteristics are scared, overwhelmed, and excited all in the same breath. However there are three main characteristics found in every person, entry characteristics, participation behaviors, and course outcomes. Such characteristics can be broken down into age, race, gender, and employment status. Although these are the main characteristics found in this article, I think there are much more to the characteristics to online learners then meet the eye. (British Journal of Education Vol 44

This learning activity is designed for distance education students at Anne Arundel Community College (AACC). The activity is implemented within an online orientation course that is being proposed for first-year students at AACC to equip them with the necessary skills needed to complete an online course. The activity of this course that will be referenced in this paper is a discussion forum following the reading of an assigned essay. Students will be introduced to discussion forums within the first week of the course by posting an introduction for themselves. The discussion forum will require students to create their essay about what they believe. The students are required to post their initial post by Wednesday so that ample time is allowed for peer’s response. Students will also be required to respond to at least two students’ posting in the forum.

In his 2011 article, “Reliance on Online Materials Hinders Learning Potential for Students,” David Smith attempts to build upon student’s obligated online interaction to make a case against online classes. Smith first shows how much today’s learners must use online materials by using the example of his own Alma Mater. By referencing his own experience at the University of Nebraska—Lincoln, with MyRED and EBSCO search engine, Smith lays the grounds for the focus of his argument. He then attempts to use what seem to be personal examples of experience with online coursework while begging the question through repeated examples. By failing to establish the credibility of his facts, attempting to force his own

I agree with Weaver et al. (2010) that the introduction of Wiki has opened up a new experience for off campus students studying online. I found that using the Wiki this semester provided me with the opportunity to strengthen my overall communication and leadership skill’s. Working collaboratively online suited my lifestyle by not having to stick to strict deadlines and allowing me to contribute to the assignment in my own time. Completing an online presentation using Prezi and Wiki allowed my ELA to see how much each individual contributed, which I felt encouraged other team members to contribute equally as a majority of it was assessed according to the individual’s contributions. In order to utilize this advantage I made sure that my contributions were noted on the Wiki to demonstrate that I was fully involved and committed to my group and this ensured that my hard work did not go unrecognised. Since I have started my course with Swinburne I have found the blackboard discussions to be extremely helpful and beneficial from social constructivism by feeding off one another’s ideas. I concur with the Chiong and Jovanovic (2012) observation that online

Their primary findings was that participation and communication is certainly a requirement for successful completion of online courses. When instructors are involved and encourage students to participate it motivates students to not give up or drop the class. They were able to classify students into different categories, and they found these types of students in the online class:

Schrum, L., & Hong, S. (2002, IuIy). Dimensions and strategies for online success; Voices from experienced educators. Journal for Asynchronous Learning Network, 6(1), 57-67.

The community of inquiry framework is used to facilitate meaningful online learning through three interdependent elements: Teaching presence, social presence and cognitive presence (Garrison, Anderson, & Archer, 2001). Teaching presence in the community of inquiry would appear to be a core to establishing and maintaining social and cognitive presences (Garrison, Cleveland-Innes, & Fung, 2010). And teaching presence through the design, facilitation and direct instruction categories are crucial for deep and meaningful learning and as such it plays a key role in establishing and sustaining the community of inquiry (Shea, Li, Swan, & Pickett, 2006). It is pertinent to note that the framework has a social-constructivist orientation toward learning where the focus is on students’ interaction in a socio-cultural context (Akyol & Garrison, 2011; Shea et al., 2011; Akyol, Ice, Garrison, & Mitchell, 2010; Swan & Ice, 2010; Oldfather, West, White, & Wilmarth, 1999). Consequently, this framework focuses on the learning process and not learning outcomes. The framework theorizes the development of learning activities from the trigger event stage until resolution (cognitive presence). It then moves from design to facilitation and eventually direct instruction (teaching presence). At each component of the learning process, students acquire trust, improve communication, build group cohesion and ultimately widen their interpersonal relationships (social presence).

However, advocates of classroom learning believe the online method isolates the students from one another as well as their professor minimizing the overall value of taking the course. They also claim that students learn better when working together with their instructor and their fellow classmates. Students learn better when they are given the opportunity to ask questions, join in class discussions, and they move the process of learning forward through their participation. Face-to-face advocates firmly believe that this kind of interaction is not possible over the Internet; and for many types of education, e-learning will never meet the potential of live human interaction in the classroom. An article in the New York Times titled, “Second Thoughts on Online Education,” backs up the points made above. A recent research published by the National Bureau of Economic Research, comes to the conclusion; “A rush to online education

Compared to classroom learning, the interaction occurring at online courses is more international. Learners can develop online conversations on forums and interview other students around the world by using web-conferencing technology (Kruger-Ross and Waters, 2013:182). However, it is reported that students prefer face to face contact directly with the tutor who was seen as the focal point of learning, a channel through all interaction that connects ideas, builds understanding, provides feedback and gives summary immediately (Sweeney et al, 2007:316). Additionally, establishing social relations may need classroom environment (Paechter & Maier, 2010:295). Classroom teaching and learning is a complex, multilayered, and social experience, which develops friendship, connection and satisfaction among students. Social community is considered to be relatively poorly experienced in online learning due to learners’ disconnection and could probably cause isolation (Baturay & Bay, 2010:44).

Technology is changing every aspect in our lives, even the way we learn. Online classes are a rapidly growing trend it today’s society. Online classes are a cost-effective substitute for traditional courses and more convenient for many, so more schools and universities are offering this option. Due to the increase in online course enrollment, people are questioning if students truly learn something from online classes because it’s not a traditional learning environment. Online classes are just, if not more, effective as traditional classes because grades have increased and online discussions provide students with the chance to interact through networking while earning a degree for less than what it would cost to enroll at the same university.

Massey, Brown, and Johnson (2005) suggested that active learning techniques provide opportunities for faculty to increase social presence, engage students, and positively enhance performance. Studies have shown that students tend to learn more when they actively participate in the learning process through discussing, practicing, reviewing, and applying knowledge to develop new meanings (Mcalpin, 2015). Maki and Maki (2007) found that online instruction required the application of strong methodology along with providing students with opportunities to interact with each other and the instructor. Aside from purposeful course design, active learning in an online course requires instructors to be actively involved in the learning process (Gayton & McEwen, 2007; Young, 2006). This involvement includes, but is not limited to, minimal participation in discussion boards, course announcements, e-mail, and other forms of web-based communication (Dixon, 2010). However Dennen, Aubteen Darabi, and Smith (2007) warned that too much active participation by the instructor has been shown to result in decreased student participation.

In many schools, online classes are becoming more available to students. Recent studies show that the use of online classes has been rapidly increasing over the past three years. Currently, there are a total of 6,700,000 students enrolled in all different variations of courses