Essay on Case for Student Communication in Online Classes

1262 Words 6 Pages
Article Summary: Case for Student Communication in Online Classes. 7/30/2013

“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 traditional 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 education courses become available online, quality and non-completion remain a problem. This brings me to ask the question, that how much relationship should I build into
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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 community depends on online interaction with their peers and the facilitator. Learner satisfaction, perseverance, and cognitive 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 better 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)

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