He Authors of the Article Being Summarized, Nagel, Blignaut, and Cronje Discuss the Factors That Lead to a Successful Online Learning Community. Their Study Was Conducted on an Online Class at the University of Pretoria
1.Read "Read-Only Participants: A Case for Student Communication in Online Classes" by Nagel, Blignaut, and Cronje. 2.After reading the Nagel, Blignaut, and Cronje article, write a 250-500 word summary of it. 3.Refer to the guidelines for writing an effective summary presented in the Module 2 lecture for use as a guide. Review the assignment rubric as well prior to beginning the assignment. 4.Be sure to include a discussion of the research problem, questions, method, findings, and implications discussed by the authors. 5.Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 6.This assignment uses a grading rubric that can be viewed at the assignment's submission box. 7.Submit the assignment to Turnitin
Read "A Case for Student Communication in Online Classes" 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
Read "A Case for Student Communication in Online Classes" 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