...Article Summary Read-Only Participants: a Case for Student Communication in Online Classes Article Summary Read-Only Participants: A Case For Student Communication In Online Classes Enrolment for online courses is booming, however there is a significantly lower rate of success to these classes than in the traditional classroom environment The article “Read-only participants: a case for student communication in online classes” discusses the role of communication in online courses as well as explaining why some students succeed and others fail. An 8 week study was done on a web based Master’s program. Online communication, class participation and group assignments were monitored Students fell into three categories: Distinction (75% or higher), Pass (50% - 74%) and Fail (less than 50%). Students that were successful read a significant amount of course material, participated actively in discussions (via posts) where they used high critical thinking skills. The online communities were high functioning and healthy. The facilitator (professor) greatly influenced the outcome of the class. The more interaction he had with the class through feedback and positive comments, the better the class involvement. The unsuccessful students shared various factors. Coursework was not completed and they read only about half of the online course material. They scored low on collaboration and posted significantly fewer discussions than those that passed or excelled. The amount of peer interaction...
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...Running head: UNV-501: ARTICLE SUMMARY UNV-501: Article Summary Melissa Osborne Grand Canyon University Title: UNV-5: Article Summary This article titled “Read-only participants: a case for student communication in online classes” discussed the importance of communication in online courses as well as the reasons why students succeed or fail in these online courses. To obtain answers to the concerns previously listed, an 8 week study of students in an online class was conducted. This study consisted of monitoring online communication and classroom activity among students with different backgrounds with geographical location and age being two of the main contributing factors. 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 the learning of students by creating questions and answers (in the form of posts) of high critical thinking skills. Third, online discussions that were developed created a community of support and healthy interaction (L. Nagel, et al., 2007). Fourth, the facilitator (professor) that was very interactive with his class became a great asset to the online class because he provided feedback and affirmations to the students through posted replies. Because...
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...Article Summary Read-Only Participants: A Case For Student Communication In Online Classes Enrolment for online courses is booming, however there is a significantly lower rate of success to these classes than in the traditional classroom enviroment The article “Read-only participants: a case for student communication in online classes” discusses the role of communication in online courses as well as explaining why some students succeed and others fail. An 8 week study was done on a web based Master’s program. Online communication, class participation and group assignments were monitored Students fell into three categories: Distinction(75% or higher), Pass (50% - 74%) and Fail (less than 50%). Students that were successful read a significant amount of course material, participated actively in discussions (via posts) where they used high critical thinking skills. The online communities were high functioning and healthy. The facilitator (professor) greatly influenced the outcome of the class. The more interaction he had with the class through feedback and possitive comments, the better the class involvement. The unsuccessful students shared various factors. Coursework was not completed and they read only about half of the online course material. They scored low on colaboration and posted significantly fewer discussions than those that passed or excelled. The amount of peer interaction influences the quality of learning The read only student logged in often...
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...Summary Read-Only Participants: A case for student communication in online classes. Online learning is conducive to that of the traditional onsite learning facilities. There are some students who fully participate in the experience as well as those who take their learning environments for granted. A summary of the required reading “Read-only participants: a case for student communication in online classes” will support the noted claim. The study was completed to measure the various behaviors of the online learner. The research gathered the behaviors of students participating the in a Master’s degree web-based curriculum through the University of Pretoria. Beaudoin is noted as one of the greatest contributors to this case study. The study was broken into various parts. To support the introduction and conclusion of the study, the body included: Background, Literature, Context of this study, Methodology, and the Discussion. A breakdown of each subtopic of this study will be discussed in this summary. I have taken several online classes prior to reading this study and I found it to be very supportive to my conclusive evaluation of the practice. Although this study was completed in 2009, I can relate that my prior experiences in online classes were parallel to the researcher’s findings. The introduction made the reader aware that there are challenges to online learning and that “the establishment of an online community is widely held as the most important prerequisite...
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...Third Week Article summary is about 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...
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...Philosophy and Psychology Summary- Read Only 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...
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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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...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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...Session 2, North Ryde 2012 Table of Content Table of Content General Information 2 3 Convenor and teaching staff Credit Points Prerequisites Corequisites Co-badged status Unit Description 3 3 3 3 3 3 Learning Outcomes Graduate Capabilities 4 5 Capable of Professional and Personal Judgement and Initiative Engaged and Ethical Local and Global citizens Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Assessment Tasks 5 5 6 6 8 Case Study and Presentation Media Report Analysis Final Examination 8 9 10 Unit Schedule Delivery and Resources 12 14 Classes Prizes Required and Recommended Texts and/or Materials Teachnology Used and Required Learning and Teaching Activities Policies and Procedures 14 14 14 15 15 17 Academic Honesty Grades Grading Appeals and Final Examination Script Viewing Special Consideration Policy Student Support Student Enquiry Service Equity Support IT Help Research and Practice 17 17 17 17 18 18 18 18 19 Page 2 of 19 General Information Convenor and teaching staff Unit Convenor: Meena Chavan Email: meena.chavan@mq.edu.au Other Staff: Choon-Hwa Lim Email: choon-hwa.lim@mq.edu.au Credit Points 3 Prerequisites 42cp Corequisites N/A Co-badged status N/A Unit Description This unit examines the challenges to managing effectively in business environments when diverse cultures interact,...
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...THE SOCIAL EFFECTS OF FACEBOOK ON FEMALES OF ISLAMIC UNIVERSITY IN UGANDA A CASE STUDY OF MAIN CAMPUS, MBALE BY ANGAIKA SYMPATHY 113-023051-09596 A RESEARCH REPORT SUBMITTED TO THE FACULTY OF SOCIAL SCIENCES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF A BACHELORS DEGREE IN MASS COMMUNICATION OF ISLAMIC UNIVERSITY IN UGANDA JULY 2016 GLOSSARY Acquaintances - A person whom one knows but who is not a particularly close friend. Cognitive - Based on or capable of being reduced to empirical factual knowledge. Collaboration - To work jointly with others or together especially in an intellectual endeavor. Consensual – Existing or made by mutual consent without an act of writing. Correlate – Either of two things so related that one directly implies or is complementary to the other. Cramming - To prepare hastily for an examination. Cravings - An intense, urgent, or abnormal desire or longing. Demography - The statistical study of human populations especially with reference to size and density, distribution, and vital statistics. Exclusion - The act or an instance of excluding. Flourish - To be in a state of activity or production. G.P.A. - Grade Point Average Gregarious - Tending to associate with others of one's kind. Immersion - The act of immersing or the state of being immersed. Inconclusive - Leading to no conclusion or definite result. Innocuous...
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...Maisonneuve et al. BMC Medical Education (2015) 15:154 DOI 10.1186/s12909-015-0435-x RESEARCH ARTICLE Open Access How do general practice residents use social networking sites in asynchronous distance learning? Hubert Maisonneuve1*†, Juliette Chambe2, Mathieu Lorenzo2 and Thierry Pelaccia3*† Abstract Background: Blended learning environments - involving both face-to-face and remote interactions - make it easier to adapt learning programs to constraints such as residents’ location and low teacher-student ratio. Social networking sites (SNS) such as Facebook®, while not originally intended to be used as learning environments, may be adapted for the distance-learning part of training programs. The purpose of our study was to explore the use of SNS for asynchronous distance learning in a blended learning environment as well as its influence on learners’ face-to-face interactions. Methods: We conducted a qualitative study and carried out semi-structured interviews. We performed purposeful sampling for maximal variation to include eight general practice residents in 2nd and 3rd year training. A thematic analysis was performed. Results: The social integration of SNS facilitates the engagement of users in their learning tasks. This may also stimulate students’ interactions and group cohesion when members meet up in person. Conclusions: Most of the general practice residents who work in the blended learning environment we studied had a positive appraisal on...
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...INFLUENCES ONLINE CLASSES HIGH ATTRITION RATE by Lora Hines Bachelor of Science in Business Education December 1984 College of Education A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Science in Education Degree Department of Workforce Education and Development In the Graduate School Southern Illinois University – Carbondale December 1, 2011 TABLE OF CONTENTS Chapter Page I. INTRODUCTION ……………………………………………….…………..1 Background……………………………………………………………….1 Statement of the Problem………………………………………………….6 Research Questions………………………………………………………..7 Significance of the Problem……………………………………………….7 II. REVIEW OF RELATED LITERATURE………………………………..…..9 Demographics…………………………………………………………….10 Best Practices……………………………………………………………..16 Student Characteristics…………………………………………………...24 III. CONCLUSIONS AND RECOMMENDATIONS…………………….…….32 Summary …...…………………………………………………………….32 Findings .………..……………………………………………………….. 33 Recommendations………………………………………………………...38 REFERENCES………………………………………………………….. 41 VITA………………………………..……………………………………52 AN ABSTRACT OF THE R ESEARCH PAPER OF Lora Hines, for the Master of Science degree in Workforce Education and Development, presented on December 1, 2011, at Southern Illinois University at Carbondale. TITLE: WHAT INFLUENCES ONLINE CLASSES...
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...Lippincott Williams & Wilkins Wikis and Blogs Tools for Online Interaction Jane S. Grassley, PhD, RN Robin Bartoletti, MS Online education requires nursing faculty to learn teaching strategies that encourage students’ interaction with the course content, their peers, the faculty, and the technology. The Web 2.0 technologies of wikis and blogs can help faculty direct online learning activities that encourage peer support, collaboration, and dialogue. The authors discuss these tools and how they were used to engage students in a nursing research course. ince the mid-1990s, increasing numbers of people have come to rely on the Internet as a convenient source of information and education. In nursing, the growing need for convenient and nontraditional learning strategies fostered a proliferation of Web-based nursing education programs. Since teaching online requires faculty to use strategies that differ from those used in face-to-face classrooms, nurse researchers have investigated characteristics of online education environments that facilitate students’ engagement with learning.1-3 Thurmond concluded,3(p237) ‘‘Good teaching practices are deeply rooted in the concept of interaction.’’ MancusoMurphy4(p257) identified interaction among faculty and students as ‘‘the core element of an effective online environment.’’ Researchers determined that peer support, collaboration, and communicative dialogue were the characteristics of online learning environments that encouraged interaction.1-3...
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...product policy, promotional mix decisions, distribution and logistical planning and pricing. The international business environment, including social, cultural, economic, political-legal, competitive and technological variables, is studied and compared with American markets. The areas of buyer analysis, the utilization of marketing information systems, and market planning and analysis are also stressed. VU General Catalog 2014-2015 This course is designed to provide students with an understanding of marketing principles and the role of the marketing discipline. The primary objective of this course is to help you understand why marketing is an important discipline for you to become more familiar with, regardless of your career choice. This requires for you to learn what marketing encompasses; its key concepts, fundamental principles and strategies, how it relates to other function within the organization and the other forces in the environment, including consumers, organizations, and society. This course is not only designed to provide the foundation necessarily for those who will pursue a marketing career but for everyone who wants to become a more valuable employee by gaining the necessary knowledge to understand how proper appreciation and application of...
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...an organization with consideration of internal resources and marketing opportunities, planning and executing activities to meet these goals, and measuring progress toward their achievement. Focus is on the concept of innovation in business, including the introduction of new market offerings and the use of new technologies, strategies, and tactics for achieving marketing objectives. An integrative approach combines discussions on theory of marketing management with industry analysis and practical implications. Assignments include the design and marketing of innovative products, analysis of the application of modern marketing strategies and tactics using examples from participants organizations, and practicing a holistic approach to marketing management. Course Goals/Objectives At the end of this course, students should be able to: 1. Assess the role marketing plays in an organization’s strategic planning. 2. Analyze the concept of innovation and its implications for business development. 3. Analyze consumer needs and behavior and how they affect an organization’s ability to deliver superior value to 1 of 18 7/31/2012 9:06 PM http://tychong.umuc.edu/wws/showSyllabus.jsp?sectionTitle=all 4. 5. 6. 7. 8. 9. 10. customers. Identify the range of...
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