Improving Students Through Communication, Connection, And Collaboration

In conclusion, all indicators point toward active participation in online discussion a major factor in the final grade a student may receive. All stakeholders, including the facilitator, need to be actively involved at a high cognitive level. This activity increases trust that must be built within a community of learners.

As an individual responsible for training or educating adult learners your feedback from those students or participants is sometimes lacking. In a training environment many participants treat them very loosely because there are no consequential test following the training and most times there is very debriefing from direct supervision; instead meeting notes tend to follow for reference. The location of those notes tend to be the most important information to the participants. In contrast, the lecture hall in an educational setting tends to have a greater percentage of engaged attendants. Students tend to participate more due to sense that is actually a part of their grade. Dr. Geis did admit that online does have less engagement than the traditional classroom but still greater than a corporate training session. In the en it was concluded that personal interaction has more engagement; however, students have a much greater retention and expectation from teaching or training.

Their primary findings was that participation and communication is certainly a requirement for successful completion of online courses. When instructors are involved and encourage students to participate it motivates students to not give up or drop the class. They were able to classify students into different categories, and they found these types of students in the online class:

The article "Read-only participants: a case for student communication in online learning" by L. Nagel, A.S. Blignaut and J.C. Cronje, appears in Interactive Learning Environments. The article asserts that communication and active participation in online class increases the chance of the student’s success in an online class. Immediate feedback from peers and instructors and social interaction built into the online discussions contribute to learning (Collins, A., Brown, J.S., & Holum, A., 1991).

For several decades, video games have been cast aside as detractors of student learning in the classroom. According to the research done by Mifsud, Vella, and Camilleri (2013), there is yet still an abundance of research that needs to be conducted, in order to determine the usefulness of video game application in schools. This research synthesis collects data on several different viewpoints and uses of video games in regards to complementing student engagement and learning. The research of James Gee (2005), hypothesized that good video games use good learning principles, of which there are a several. These learning principles include identity, interaction, production, risk-taking, challenge and consolidation, and system thinking. The specific descriptions of each principle will be dissected throughout this synthesis.

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

This section of the encyclopedia talks about what students and teachers can contribute to online learning environment. It talks about who the average online learner is and the online relationship between the student and the teacher, and the student and their peers. Above all the author stresses that thinking differently is important to make online education work.

Online Education is rapidly developing and many people wonder what determines the success rate of the students. One of the questions asked by many researchers is whether or not there is a correlation between student communication and participation for success. Nagel, Blignaut and Cronje (2009) wanted to specifically examine how online participation such as answering discussion questions and engaging in collaborative behavior helps the entire learning environment succeed.

Her project idea of improving communication and engagement in online courses using strategies found in research will be helpful in the Augusta University’s DNP program. It will help faculty deliver the information

This paper presents a theoretical model of online instruction and learning to mirror a constructivist approach to education. Constructivism is a common approach to learning and more and more districts are employing online learning environments in its schools. Course content and delivery elements are explored as they apply specifically to online learning in a K-12 environment. Other components of the construction of a web-based learning environment includes student motivation, student assessment, and the role the teacher plays in the online environment. The findings of this research paper depicted that whether learning takes place completely in an online course, or as part of a blended approach to learning, there still needs to be a strong structural foundation for the online learning environment to be effective. Overall, interaction between the teacher and learners, as well as peer interaction, is critical to the success of any online learning.

Subjects that might be monotonous for some – like math and science – can be much more engaging with virtual lessons, tutoring, and the streaming of educational videos (Khan, 2012, p. 17). This carries tremendous weight for me. As a student who struggled with Math, the best way that I learned was through computer games because it was fun and interesting to me. When students are given the opportunity to learn at their pace, stress levels are managed and scores are increasingly higher because the student is given the opportunity to grow their confidence and complete the task at hand without feeling any pressure.

However, advocates of classroom learning believe the online method isolates the students from one another as well as their professor minimizing the overall value of taking the course. They also claim that students learn better when working together with their instructor and their fellow classmates. Students learn better when they are given the opportunity to ask questions, join in class discussions, and they move the process of learning forward through their participation. Face-to-face advocates firmly believe that this kind of interaction is not possible over the Internet; and for many types of education, e-learning will never meet the potential of live human interaction in the classroom. An article in the New York Times titled, “Second Thoughts on Online Education,” backs up the points made above. A recent research published by the National Bureau of Economic Research, comes to the conclusion; “A rush to online education

Technology is changing every aspect in our lives, even the way we learn. Online classes are a rapidly growing trend it today’s society. Online classes are a cost-effective substitute for traditional courses and more convenient for many, so more schools and universities are offering this option. Due to the increase in online course enrollment, people are questioning if students truly learn something from online classes because it’s not a traditional learning environment. Online classes are just, if not more, effective as traditional classes because grades have increased and online discussions provide students with the chance to interact through networking while earning a degree for less than what it would cost to enroll at the same university.

What do think when you hear student success? Many people think different things. For example, student success could be a student having a good job in something they specialized on, and are living on their own without anybody's help. There are several different ways student succeed and ways to change schools in order for their students to succeed as well in this article. For instance, Anaheim High Schools can improve student success if we have longer school days, make the student be interested in school and on what they are learning, and having more after school programs that interest kids and will keep their minds off of bad things.

Compared to classroom learning, the interaction occurring at online courses is more international. Learners can develop online conversations on forums and interview other students around the world by using web-conferencing technology (Kruger-Ross and Waters, 2013:182). However, it is reported that students prefer face to face contact directly with the tutor who was seen as the focal point of learning, a channel through all interaction that connects ideas, builds understanding, provides feedback and gives summary immediately (Sweeney et al, 2007:316). Additionally, establishing social relations may need classroom environment (Paechter & Maier, 2010:295). Classroom teaching and learning is a complex, multilayered, and social experience, which develops friendship, connection and satisfaction among students. Social community is considered to be relatively poorly experienced in online learning due to learners’ disconnection and could probably cause isolation (Baturay & Bay, 2010:44).