Essay on Summary- Read Only Participants

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:

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

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

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

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

From this study, results of both success and failure were discovered and documented. From the aspect of success, the following results were found: First, classes that had online discussion helped students that would normally be introverts in a traditional class, to be active in discussions. Second, this type of class helped to improve

To summarize, the topic presented in this article is about online courses which are widely used in colleges providing easy access to course materials, classroom discussions, and feedback to instructors. The course materials and activities may be accessed from any computer, whether it is from the University or from the comfort of your own home.

I have since realised learning in the digital world is more challenging than it appears with feelings of isolation playing a vast role in my study to begin with. I found, during this time that I needed to participate in as much collaboration as possible and to converse with the class and my group to facilitate myself to learn as much as conceivable with also feeling connected to the class. Constructivist theorists believe a child learns best using collaboration with peers to build on their current knowledge. Vygotsky called this the "Zone of Proximal Development" (ZPD) and he came to this view by observing children who were tested on tasks individually compared to children who were tested on tasks in a collaborative way, he found that the progression of engagement helped to refine the thinking and make the learning more effective (Atherton, n.d.). I believe the same can be said for adults as well, especially after going from one online university where no group tasks were initiated to studying here were grouped collaboration was encouraged

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).

In today’s society, so many people are continuing their education beyond high school. We realize that in order to make a decent living, a degree is most likely a requirement. In some cases even a bachelor’s degree is not enough to qualify for many positions. Nevertheless, thanks to technology, we now have the option to learn online or in a traditional classroom setting. There are very few differences between the two, and students need to understand that as much time and energy will need to be devoted to the online courses as on a campus. “A 2010 meta-analysis and review of online-learning studies concluded that online learning was as good as or slightly more effective than traditional face-to-face instruction” (Mendenhall, 2011).

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

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.

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.

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).

(“Online Classes”). Due to the increase of young adults taking online courses, researchers have been able to collect data to compare the grades of online learners to the grades of those learning in the classroom. According to the article published by the University of the Potomac, 90% of students will successfully reach higher achievements beyond what traditional in-class students will attain (“Online Classes”).