...Participants: A Case for Student Communication in Online Classes Tonia Ray Grand Canyon University: UNV-501 January 30, 2013 Summary - Read-Only Participants: A Case for Student Communication in Online Classes More than ever, online classes are becoming a viable approach and solution for students pursuing undergraduate and secondary degrees. However, the accessibility to these classes does not guarantee all online students are receiving a quality education. Recent studies have shown that as online course enrollment increases, issues with assignment completion, lower quality work, and dropout rates have risen. One study revealed the drop-out rate for online students is 20 to 50% (Nagel, Blignaut, & Cronje, 2009), (as cited in Bernard et al., 2004). In their research, Nagel, Blignaut, and Cronje (2009) like Klemm (1998), Rovani, and Barnum (2003) felt it was essential to be participative in online discussions to be successful in a web-based learning environment. The study also revealed that within the virtual community of learners there exist two types of students that pose a risk to the online learning community, legitimate non-participation and inadvertent non-participation read-only participation. Legitimate non-participation students avoid the stage and are content observing others and contribute little to the success of the group. This type of student does not share personal learning experiences and feeds off group ideas (Nagel, Blignaut, & Cronje, 2009)...
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...Read-only participants: A Case for Student Communication in Online Classes A Case for Student Communication in Online Classes Grand Canyon University: UNIV 501 9 July 2011 A Case for Student Communication in Online Classes This article explains the importance of participation, interaction, and communication in the virtual classroom between the students and instructors. Many students today are enrolling in online classes to continue their education. Inside the online classroom, students began to meet and greet through discussion forums. Once a relationship and trust has been established between the students and instructors, an online community has been formed within that classroom. Students and their instructors will learn, communicate, and interact with one another throughout the course. Initially, everyone starts out participating in the online discussion forums, but then the true slackers make their appearance apparent in the online classroom. Some students log into the classroom, but show little or no involvement in the classroom or lack input in the discussion forums. This eventually creates a big problem in the online classroom. Due to the lack of log ins, participation, and interaction dismantles the classroom as a whole. A research study was done to show how the students who participated very little could cause disorder in the online classroom community and risk online learning. Background Many education programs have become recognizable and...
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...Article Summary: A Case for Student Communication In the article, “Read-only Participants: a case for student communication in online classes,” the authors, Nagel, Blignaut, and Cronje present a study about how a student’s online participation and discussion activity related to their learning (2009).A mixed methodology approach was used during the investigation to help determine student’s behavior amongst their peers and their assimilation into the learning community (Nagel, Blignaut, & Cronje, 2009). Research Methodologies The study was initiated to determine the correlation between a student’s participation in an online learning environment and their final course outcome, along with the impact made on the learning community as a whole (Nagel et al., 2009). It suggests that students who participate often through online discussions, creating open relationships with their classmates see higher success rates. Those who are “invisible students” (Nagel et al., 2009, p.48) not only have lower completion rates, but they hinder the creation of learning communities and do not add to the development of the current discussion. With increasing online degree programs, previous research has been conducted to look at dropout rates, facilitator and student participation in the online community, “lurking” (Nagel et al., 2009, p.38), and passive learning. All of which have contributed to the culmination of the current study by Nagel, Blignaut and Cronje. This study was conducted at the...
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...Read-Only Participants: A Case for Student Communication in Online Classes Robert Thierfelder Grand Canyon University Read-Only Participants: A Case for Student Communication in Online Classes The notion of an online community for learning is a relatively new concept. Understanding of this phenomenon is the essence of this article. The exploration of the interaction between the students has an interesting conclusion. According to Nagel, L.; Blignaut, A. S.; Cronje, J. C. (2006) Beaudoin 2006 says, “The establishment of an online community is widely held as the most important prerequisite for successful course completion and depends on an interaction between a peer group and a facilitator. Online students sometimes engage and learn even when not taking part in online discussions.” (p. 15) It shows that quality interaction between individuals is essential to the success of the student. The article Nagel, L.; Blignaut, A. S.; Cronje, J. C. (2006) concluded that, “Read-only participants disrupt the formation of a virtual community of learners and compromise learning.” (P. 15) this, is an intriguing conclusion. One can now conclude that somewhat absente students, who are not real contributors, interrupt the student body. It can be therefore concluded that student participation by all students within the community, is essential. It would seem that even though the community is on-line and there is no physical interaction, a community developed. In...
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...A Case for Participation in Online Courses Tim Colgate Grand Canyon University: UNV 501 6/25/2012 A Case for Participation in Online Courses Online computer courses/degrees are becoming more frequent as technology improves and the availability of technology is greater. This article “Read-only participants: a case for student communication in online classes” (Nagel, Blignaut, Cronje 2007) analyzes data from several studies and suggests that active participation, as opposed to non-active participation, is directly correlated to student achievement. Read-Only Participants The term Read-only participants refers to online students who log into a specific classroom website, read the material provided or student post’s but do not get actively involved in the discussion. Buedouin (2002) suggested that read-only participants can learn and succeed in an online setting without participating (Nagel, Blinaught, & Cronje, 2007). However research by: Nagel, Blinaught, & Cronje (2007); Klemm (1998); Rovai & Barnum (2003); Swan, Shea, Frederickson, Pickett, & Pelz (2000), indicate that participation is essential to be a successful online student. Read-only students also have the tendency to create a negative environment within an online learning environment, with other having the perception that the read-only student does not care and does not want to contribute. This is extremely evident when they are in a collaborative learning environment and participation in a...
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...Read "A Case for Student Communication in Online Classes" One can still learn even if they do not take a part in the online discussion (Beaudoin 2002). Read-only participants: a case for student communication in online classes was done to show the other side of Beaudoin’s article, Learning or lurking? Tracking the “invisible” online student. Nagel, Blignaut, and Cronje wanted to show how successful students are when they take advantage with in an online community. In order for a student to be able to succeed in any online course, the student must contribute as often as possible. Over eight weeks,, a web only based course was given at the University of Pretoria. And every week the student would do research, participate in discussions, web artifacts and later do a group assignment (Nagel, Blignaut, & Cronje, 2009). Through these assignments, Nagel, Blignaut, and Cronje were able to see how each of the students was able to relay on one another for help, and also giving feed back. The final grades were based on, 10% from the discussion pose and the other 90% came from research posting, web artifacts, group assignments, peer review, and final essays assignment (Nagel et al.).Though the study was conducted on the base to find out how well a student would do by participating, they also looked at those who did not and those who semi participated. Students were put into to three categories: the fail group ( 50% and less), Pass group (51% to 74%) and the Distinction group (75% and higher)(Nagel...
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...Read "A Case for Student Communication in Online Classes" One can still learn even if they do not take a part in the online discussion (Beaudoin 2002). Read-only participants: a case for student communication in online classes was done to show the other side of Beaudoin’s article, Learning or lurking? Tracking the “invisible” online student. Nagel, Blignaut, and Cronje wanted to show how successful students are when they take advantage with in an online community. In order for a student to be able to succeed in any online course, the student must contribute as often as possible. Over eight weeks,, a web only based course was given at the University of Pretoria. And every week the student would do research, participate in discussions, web artifacts and later do a group assignment (Nagel, Is this essay helpful? Upgrade your account to read more and access more than 550,000 just like it! get better grades Blignaut, & Cronje, 2009). Through these assignments, Nagel, Blignaut, and Cronje were able to see how each of the students was able to relay on one another for help, and also giving feed back. The final grades were based on, 10% from the discussion pose and the other 90% came from research posting, web artifacts, group assignments, peer review, and final essays assignment (Nagel et al.).Though the study was conducted on the base to find out how well a student would do by participating, they also looked at those who did not and those who semi participated. Students were put...
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...the article titled “Read –Only Participants: A Case For a Student Communication in Online Classes” is about the value of communication in online modules as well as the success a scholar experiences when they pass an online module. The purpose of this article is to explain what the researchers conducted in an eight-week analysis of students from the online module. The analysis used the strategy to observe online communication and classroom activity used by the student’s primary dynamics like diversity, geography, and maturity. Additionally, the data gathered by Nagel et al (2009) about the scholar’s success and failures were documented. When they had a completed online module they concluded that the modules that had the discussion forums invited the student’s to be proactive in interaction with fellow students and the instructor. By writing quality responses, a student’s sense of community is established and communication is improved. Students having inquiries formulated by the instructor or fellow students that have been commented on by the instructor or the other students, have enhanced the online modules. Without the communication between the instructor and the students the online module would fail. When a student is not successful with their goal to complete the module it is because of lack of communication with the students and the instructor. The purpose of the article is to encourage communication within the online module environment. The reasons for this behavior...
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...Article Summary With online education becoming more widely accepted and available around the world, many people wonder about the differences between traditional classrooms and virtual classrooms. One difference is student participation and communication. In a traditional classroom setting, some students are able to earn credit by just attending class, not necessarily participating in class discussions. What do those types of students look like in an online environment? Does their lack of participation affect the learning process for others? How does class participation equate to student success? With this case study, the authors sought to answer those questions exactly. More particularly, the study examined online students who fail to fully engage but are still able to show educational progress, referred to as read-only participants or ROPs (Nagel, Blignaut, & Cronje, 2009). The authors wanted to understand the connection between participation and communication and course success. They organized an eight-week online Masters course using WebCT as the learning management system (LMS). Twenty-two middle-aged students, from all over the world, participated in the course. Students were required to participate through class discussion via forum posts, group assignments, and other research. A collaboration rubric was created by the students as a group assignment and used by their peers to measure their group participation. After the course, the facilitators requested...
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...Article Summary: Read-Only Participants: A Case for Student Communication in Online Classes As technology advances more and more, computers and internet have become more accessible, affordable, and ever so popular in recent times. With easy accessibility to internet, the online learning environment is a growing trend. Schools all over the nation offer online programs and fast earning degrees. Students from different demographics and age groups fill online classrooms making it even more popular. However, with such diversity in the classroom how does the instructor control communication in the classroom? Does the lack of participation from fellow students influence the learning environment? What are some of the different types of students often found in the online classes environment? This article will summarize the main points found in a research based on a case study prepared by Nagel, Blignaut, and Cronjé. With extensive research, investigation, and observations Nagel et. al.(2007) put together an article highlighting the importance of communication in the online classes. Noticing a significant drop-out rate in online classes, they were determined to research what affected this rate and which aspects of the online classes were setting students behind. The authors used different methods to gather data to support their findings, and used different articles to incorporate their research and back up their conclusions. In order to analyze student participation they "presented an 8 week...
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...Online Participation Leading to Successful Students and Healthy Learning Communities Amanda Grand Canyon University: UNV 501 April 8, 2014 Online Participation Leads to Successful Students and Healthy Learning Communities Enrollment for online courses is climbing but the input from participants is not keeping up. For years, many have stated that active participation and becoming a part of the learning community in any educational setting is crucial, especially online, when it comes to successful completion. Participation is beneficial to the student, to the students’ grades, and to the learning community as a whole. The authors sought after evidence to show, “the importance of student online visibility apparent in the quantity and quality of participation” (Nagel, Blignaut, & Cronjé, 2009, 38). The study was conducted on a computer-integrated education Masters course that was 8 weeks long (Nagel et al., 2009). The course was presented fully online and consisted of students of varying age ranges. Reaserchers then chose a mixed methodology while conducting this research. This choice allowed them to explore various aspects within the course such as, students’ posts, online quizes, discusion posts, and exmination essays (Nagel et al., 2009). Many factors, for example, the amount of times participants accessed the course and discussions played a role in course completion and integration into the learing community (Nagel et al., 2009). Those who rarely were visible...
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...Participants In: Philosophy and Psychology Summary- Read Only Participants A Case for Participation in Online Courses Tim Colgate Grand Canyon University: UNV 501 6/25/2012 A Case for Participation in Online Courses Online computer courses/degrees are becoming more frequent as technology improves and the availability of technology is greater. This article “Read-only participants: a case for student communication in online classes” (Nagel, Blignaut, Cronje 2007) analyzes data from several studies and suggests that active participation, as opposed to non-active participation, is directly correlated to student achievement. Read-Only Participants The term Read-only participants refers to online students who log into a specific classroom website, read the material provided or student post’s but do not get actively involved in the discussion. Buedouin (2002) suggested that read-only participants can learn and succeed in an online setting without participating (Nagel, Blinaught, & Cronje, 2007). However research by: Nagel, Blinaught, & Cronje (2007); Klemm (1998); Rovai & Barnum (2003); Swan, Shea, Frederickson, Pickett, & Pelz (2000), indicate that participation is essential to be a successful online student. Read-only students also have the tendency to create a negative environment within an online learning environment, with other having the perception that the read-only student does not care and does not want to contribute. This is extremely evident when...
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...Running Head: COMMUNICATION: THE KEY TO SUCCESS FOR ONLINE LEARNERS Communication: The Key to Success for Online Learners Michael Chandler Grand Canyon University July 11, 2012 Communication: The Key to Success for Online Learners The success of an online community is predicated on the emphasis of communication within the learning environment. Regarded as the most important prerequisite for successful course completion in the establishment of an online community, communication between the students and their instructor is imperative (Nagel et al., 2009, p.37). In every study, there will always be problems that will arise that can alter the results of the study. Throughout the course of this study, the facilitators’ results came to multiple conclusions due to many different problems the students faced. Some students were faced with the dilemma of power outages, slow or poorly functioning internet, limited internet access, and other technological problems. Nagel et al. (2009) stated that “some students showed resilience in coping with poor infrastructure, regular electricity cuts, and poor connectivity; they managed successfully without compromising their studies. For others, technological problems were overwhelming.”(p. 44) In an online community, success is determined by the engagement between the students and their instructor. Two particular methods were used in this study: qualitative and quantitative...
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...Participants: A Case for Student Communication in Online Classes W. Osborne Grand Canyon University: UNV 501 7 July 2013 Nagel, L., Blignaut, A. S., & Cronje, J. C. (2009). Read-only participants: A case study for student communication in online classes. Interactive Learning Environments, 17(1), 37-51. According to a recent survey of college presidents conducted by the Pew Research Center, more than three-quarters of America’s universities and colleges now offer online courses (Lenhart, Moore & Parker, 2011). The number of students enrolling in online courses or degree programs each year indicates the popularity of the distance-learning platform, but overall, success rates are low (Shreck, 2006). Bernard (2004) found that dropout rates for students enrolled in online courses were 10-20% higher than in face-to-face courses. The author’s literature review uncovered Klemm’s work (1998) which blamed conditioning of traditional students to passivity in the classroom as a major impediment to online success. Questions and Methodology The authors questioned how online participation related to learning and successful course completion, measured in throughput rates, and how participation influenced the learning community (Nagel et. al, 2009). The authors chose to facilitate and monitor an eight-week online course in the computer science field at the University of Praetoria in South Africa consisting of a cohort of twenty-two students of various age ranges (Nagel et. al, 2009)...
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...Introduction to Graduate Studies in the College of Education Read-only participants: a case for student communication in online classes The article “Read-only participants: a case for student communication in online classes” used a “mixed methodology approach to investigate how online activity and discussion postings relate to learning and course completion” (Nagela, Blignautb, & Cronje´, 2009). They also “investigated how student collaborative behavior and integration into the community related to success” (Nagela, Blignautb & Cronje´, 2009). The dropout rates for online courses can be as high as 50 percent, which is higher for equivalent traditional courses (Nagela, Blignautb, & Cronje´, 2009). Several aspects affect a read only participant. If the facilitator doesn’t entertain certain students as they learn and they do not feel instant gratification from participating actively in online discussions and then those students will simply stop participating and therefore will not benefit from peer-to-peer learning. Some lurkers may lack confidence to participate, may be introverted, or be a novice student and not understand the material or assignment (Nagela, Blignautb, & Cronje´, 2009). Some read only participants may care about themselves alone and are satisfied that their own learning needs are being met. Lastly, some may not be convinced that the course will benefit them and will not put the time or effort into the course work. The question is are these...
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