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).
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 ...view middle of the document...
, 2009). Throughout the process, students received feedback from peers along with feedback and assistance from the facilitator. With numerous documents, notes from the facilitator and different perspectives the research is validated (Nagel et al., 2009). Another factor contributing to the reliability of the study was that the researchers were in fact the facilitators of the course and observed throughout the process to guarantee its reliability (Nagel et al., 2009). It seems that all aspects of the researchers’ hypothesis were examined during the research. The study uses many different factors including blog posts, discussion posts, quizzes, essays and “hits” (Nagel et al., 2009, p.42) to determine a student’s qualitative and quantitative participation within the online learning environment.
According to the data and corresponding graphs from the eight-week study, it is evident that the more a student participates within the online learning environment, the higher their class completion rate is on average. Although the data was strong, it was duly noted that many exceptions occurred in this cohort due to its diversity among the learners and it would be difficult to make individual predictions (Nagel et al., 2009). The authors found strong evidence suggesting when students participate more frequently, contribute often, reply to others and become a part of the learning community they are more likely to complete the course (Nagel et al., 2009).
In turn, those...