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 non-participants still legitimately learning and that conclusion wavered depending on the researcher.
A major component in teaching elementary children is also a major component for college facilitators to teach college level students; and that is critical thinking, effective communication, and problem-solving skills (Nagela, Blignautb, & Cronje´, 2009). The more the facilitator is involved and modeling these social and cognitive aspects, the more students are involved and learning from the guidance of the facilitator. It is important for any teacher or facilitator to critique work, provide feedback, and encourage their students.
To be successful in online learning, one must have more hits and have a high number of quality discussions and quality reply posts that are well prepared or thought-out. The online student cannot simply look like they are actively involved by just opening a lot of pages, they must be actively engaged to pass and learn. Interaction with peers is a key component of more successful students and influences online learning. The student needs to take risks and post often, foster collaboration, grade peers work, and be transparent (Nagela, Blignautb, & Cronje´, 2009). The online student needs to be actively involved and put in quality work over quantity, and be open to constructive criticism.

References
Nagel, L. L., Blignaut, A. S., & Cronje, J. C. (2009). Read-Only Participants: A Case for Student

Communication in Online Classes. Interactive Learning Environments,17(1), 37-51.