Case for Student Communication in Online Classes

“Technology has revolutionized the way we communicate, the way we live, and the way we learn. ” (Maddix; 2010). During these recent years web- based learning has gained so much popularity that, online courses enrolments continue to climb, but retention and completion rates In such courses and programs are lower than tradltlonal classroom schooling. Because of these problems educators have looked Into the problems to see what can be done to reverse the trend. As more formal ducation courses become available online, quality and non-completlon remain a problem.

This brings me to ask the question, that how much relationship should I build into learning community that can help solve the drop out problem. The researchers asked a lot of questions during the beginning of the project. Some of these investigations were how does online activity and discussion postings relate to learning and course completion. The researchers also investigated how student’s collaborative behavior and integration into the community related to success.

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Although the quantitative indices measured shows highly significant differences etween the gratifications of student performance, there were notable exceptions unexplained by the trends”. Nagel, Blignant, and Cronje. 2007. Discontent students in the learning community felt for invisible students who were absent without reason from group or who made shallow and insufficient contributions were also noted. Student online visibility and participation like read only participants who skim over or deliberately harvest others was also discussed.

Students who had limited access due to poor connectivity, high cost or other reasons can manage their log in time effectively and gain maximum benefit. Absent and seldom contributing students risk forsaking the benefits of the virtual learning community and read only participants disrupt the formation of a virtual community of learners and compromise learning. Nagel, Blignant, and Cronje. 2007. Research shows that online participation Is necessary to ensure successful course completion. ” (Klemm. 2000). Clark and Feldon. 2005),”Concluded that a facilitator who participates and interacts with students prevent them from abandoning their course.

Better cognitive outcomes occur when students engage and form a virtual community of learners. The development of a ommunity depends on online Interaction with their peers and the facilitator. Learner satisfaction, perseverance, and cognltlve outcomes characterize the formation of a virtual learning community’. These are some of the Implications the researchers discussed In the research. Klemm. 1998 blamed classroom based teaching where students expect entertainment for conditioning them to passive learning.

Students seldom realized the benefits of participating actively in online discussion, and naturally lurking. Well facilitated online discussions can be more inclusive than classroom discussion by including introverted students and enabling etter quality interaction. (Cox, Carr, & Hall, 2004) Rovai and Barum (2003) “claimed that passive online learning through listening without participation produces on measurable increase in knowledge as they could predict perceived learning through the number of messages posted. Others have also predicted that distributed students who participate in dynamic discussion had better course completion rates and that failing students interacted less frequently. ” (Davies & Graff, 2005; Swan et al. 200)

Active online participation also benefits learning. Deep cognitive learning Prammanee, 2003) and high levels of interactivity are possible in online discussions, as students can prepare well-considered contributions (Kettner-polley, 2005). According to Carr, Cox, Eden and Hanslo (2004), “students who focused on building knowledge and collaborative interactions had a superior average performance, as challenging online interactions promote understanding”. Interactive learning help instructors with the misconception students have on subjects, conceptual problems, and difficulties on topics.

Immediate feedback from peers and instructors and social interaction built into the online discussions contribute to learning. Collins, brown, & Holum, 1991). “Collaborative learning activities contribute to learning, critical thinking skills, a shared understanding, and long-term retention”. (Garrison, Anderson, and Archer, 2001) “Interaction is conducive to the emergence of the community of practice” (Collins et al; 1991) and a virtual community of learners (Collison, Elbaum, Haavind, & Tinker, 2000).

Learning from your peers in a structured way can ameliorate the social isolation online students often experience “. (Boud, Cohen, ; Sampson, 1999) as compare to traditional classroom learning. Collaborative learning roups solve problems while sharing and clarifying ideas (Cox et al. , 2004), which is normally difficult to get in individual learning on their known.

In the community of practice novices learn from experts by observing authentic tasks and executing progressively more advanced tasks themselves under the expert eye Oohnson, C. S; 2001), which bring student more encouragement that they know where to turn to in case of need. Frequent, meaningful, valued, and dynamic discussions in an online course lead to the formation of a virtual learning community where students interact and support each other. According to Collison et al. 2000), members of a healthy online community of learners post regularly and collaborate with each other participants, as well as teach and moderate the online discussion spontaneously.

Group cohesion, trust, respect and belonging further characterize a community of learning (KreiJins, Kirschner, Jochems, 2003) which is what help students to further get the support and help them to course completion. The formation of a community cannot be taken for granted, which some students do not participate fully. Legitimate non-participants enter as peripheral online learners make limited entrances into the ommunity and remain at outskirts, and observe the activities of more advanced participants and learn from the experts until they become comfortably with the technology before they enter fully into the forum.

As students increase their expertise, they move from peripheral to the center (Carr et al. , 2004) with increasing visibility. Beaudoin (2002) found that invisible students sometimes “spend a significant amount of time in learning-related tasks, including logging on, even when not visibly participating, and they feel they are still learning and benefiting from this low-profile approach to their online studies” (p. 47), until they feel comfortable to Join their fellow students in the forum.

The methodology the researcher used to conduct research is mixed methodology. A qualitative and quantitative methodology allowed them to probe the context of the non-participating students and the class’s perceptions and reactions. Atlas. ti software on the following primary documents: students blog posting, 1615 discussion posts, an online quiz, and examination essays. Kruskall-Wallis non-parametric test to investigate the significance of the difference in return used rates of voluntary question and using w2 with the 2 degrees of freedom.

This article is view as credible because of its scholarly ability. The website is regularly update and has scholarly writings. It is also associated with the university library. In conclusion the researchers has proof that to be successful in online education students should belong to a learning community that participate mostly on the online classroom and have a good relationship with peers group and inclusive facilitator to control the movement in the situation room.