Summary- Read Only Participants

Summary- Read Only Participants

A Case for Participation in Online Courses
Tim Colgate
Grand Canyon University: UNV 501
6/25/2012


A Case for Participation in Online Courses
Online computer courses/degrees are becoming more frequent as technology improves and the availability of technology is greater.   This article “Read-only participants: a case for student   communication in online classes” (Nagel, Blignaut, Cronje 2007) analyzes data from several studies and suggests that active participation, as opposed to non-active participation, is directly correlated to student achievement.
Read-Only Participants
The term Read-only participants refers to online students who log into a specific classroom website, read the material provided or student post’s but do not get actively involved in the discussion.   Buedouin (2002) suggested that read-only participants can learn and succeed in an online setting without participating (Nagel, Blinaught, & Cronje, 2007).   However research by: Nagel, Blinaught, & Cronje (2007); Klemm (1998); Rovai & Barnum (2003); Swan, Shea, Frederickson, Pickett, & Pelz (2000), indicate that participation is essential to be a successful online student.
      Read-only students also have the tendency to create a negative environment within an online learning environment, with other having the perception that the read-only student does not care and does not want to contribute.   This is extremely evident when they are in a collaborative learning environment and participation in a project by all involved is essential for the group’s success.   This perception may not always be accurate as suggested by Sutton (2001) who stated “direct interaction is not necessary for all students and that those who observe and actively process interactions between others will benefit through the process of vicarious interaction”.
Case against read only participants
Several studies have shown a direct correlation between active participants in online course discussions and success...

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