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 this on-line community, individuals depended upon and showed concern toward the others in the community. Therefore, to be part of a group is important and somewhat naturally inherent to all the participants. Leonard Nimoy (1982) quoted, “The needs of the many outweigh the needs of the few” (or “the one”). (Movie Script). While Zunjic (2004) writes, “Aristotle said, the securing of one individual's good is cause for rejoicing, but to secure the good of a nation or of a city-state is nobler and more divine." These examples indicate the true essence of a need for community.

Nagel, L.; Blignaut, A. S.; Cronje, J. C. (2006) state, “We also uncovered the discontent students in the learning community felt for invisible students who were absent without reason from group assignments or who made shallow and insufficient contributions.” (p.15). this sentence, allows for a true understanding of the Human condition; we work better with each other than we do alone. The study finds that, a cohesive unit; community is more effective than an invisible distant student who is poorly engaged.
The conclusion is simple; mature high quality students can utilize their time effectively and gain maximum benefits from the program. High quality submissions, via the forum allows for fully engaged students to add contributions while building a trust between fellow peers. The fact that others utilize the ideas of their peers is a bit disturbing. The article explores this notion and it should be well explored.
Being part of a community allows one to utilize the opinions or conclusions of their peers to evaluate a topic or situation. But this does not allow for plagiarism or copying a fellow student’s point of view. To regurgitate or mimic one’s peers, as discussed within the article, is not beneficial to the student body. It can only inhibit distant students from the befits of community interaction, as well as take away from those students who are engaged.

References Blignaut, N, A. S.; Cronje, J. C (2009) Read-Only Participants: A Case for Student Communication in Online Classes http://eric.ed.gov/?id=EJ833081
Nimoy, Leonard, (1982) Star Trek II: The Wrath of Khan; Star Trek series http://www.imdb.com/title/tt0084726/quotes
Zunjic, B, (2004) ARISTOTLE, The Nicomachean Ethics http://www.uri.edu/personal/szunjic/philos/nicom.htmged.