Summary Read-Only Participants: a Case for Student Communication in Online Classes

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Summary Read-only PARTICIPANTS:A Case for Student Communication in Online Classes Tomeka D. Howard
Grand Canyon University
UNV-501
Andrew McBroom
July 27, 2011

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One can still learn even if they do not take a part in the online discussion (Beaudoin 2002). Read-only participants: a case for student communication in online classes was done to show the other side of Beaudoin’s article, Learning or lurking? Tracking the “invisible” online student. Nagel, Blignaut, and Cronje wanted to show how successful students are when they take advantage with in an online community. In order for a student to be able to succeed in any online course, the student must contribute as often as possible. Over eight weeks,, a web only based course was given at the University of Pretoria. And every week the student would do research, participate in discussions, web artifacts and later do a group assignment (Nagel, Blignaut, & Cronje, 2009). Through these assignments, Nagel, Blignaut, and Cronje were able to see how each of the students was able to relay on one another for help, and also giving feed back. The final grades were based on, 10% from the discussion pose and the other 90% came from research posting, web artifacts, group assignments, peer review, and final essays assignment (Nagel et al.).Though the study was conducted on the base to find out how well a student would do by participating, they also looked at those who did not and those who semi participated. Students were put into to three categories: the fail group ( 50% and less), Pass group (51% to 74%) and the Distinction group (75% and higher)(Nagel et al.). With the case study you can see that students had more success based on if they posted online, turned in assignments, or interacted with in the online community. Those who do not participate may need up failing or dropping out of school. No one really knows why there are students who would not interact...
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