Learning how they participate within an online class setting.

Learning success depends on the interaction with reliable
technology (Swan, 2003). The article we were assigned was about the nature of
communication in online classes. It outlined many different types of students,
and how they participate within an online class setting.  The study explores the correlation between
online activity and discussion posts and how it relates to learning and actual
course completion. The study discovered that the class had a well-working web
based learning group. Student’s online visibility and support can take numerous
structures. Additionally the discontent students in the learning group felt for
invisible Students who were truant without reason from group assignments or
then again who made shallow and inadequate commitments. There are read-only
participants who skim over or purposely reap others’ discourses. Different Students
can be exceedingly visibility without contributing. Students who have poor visibility,
they foresee restricted access because of poor availability; high costs or
different reasons can deal with their sign in time viably and increase greatest
advantage. There are also students who are absent and seldom-contributing
students who neglect the advantages of the virtual learning group. High qualities
contributions instead of amount assemble trust among develop Students. The
research by Nagel, Blignaut, and Cronjé’ (2009) found that:

 

The problem of poorly performing online students and those
that abandon their course is complex. Students who did not contribute did not
become part of the community and did not benefit from facilitation, tutoring,
or peer feedback. The other students reacted to this behavior. We foresee that
a large number of lurking students in an online class can prevent the formation
of a virtual community of learners and compromise everyone’s education (Nagel
et al., 2009).

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The article concludes that in a prevalently participative
class the circumstances students get to the course, the quantity of commitments
to discussions posts, the proportion of answers to others’ posts, and the
synthesis into the learning group all fundamentally identify with effective
course culmination. Just students who added to the class or cooperated with the
facilitator finished the course effectively. The study affirms that students
who are in danger of not finishing a course contribute less and their
commitments are of poorer quality, reflecting less connection with kindred
students and the facilitator

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