Read-only participants : a case for student communication in online classes

Show simple item record Blignaut, Anita Seugnet Cronje, Johannes Christoffel
dc.contributor.upauthor Nagel, Lynette 2009-05-27T06:30:57Z 2009-05-27T06:30:57Z 2009-03
dc.description.abstract The establishment of an online community is widely held as the most important prerequisite for successful course completion and depends on an interaction between a peer group and a facilitator. Beaudoin reasoned that online students sometimes engage and learn even when not taking part in online discussions. The context of this study was an online course on web-based education for a Masters degree in computer-integrated education at the University of Pretoria. We used a mixed methodology approach to investigate how online activity and discussion postings relate to learning and course completion. We also investigated how student collaborative behaviour and integration into the community related to success. Although the quantitative indices measured showed highly significant differences between the stratifications of student performance, there were notable exceptions unexplained by the trends. The class harboured a well-functioning online learning community. We also uncovered the discontent students in the learning community felt for invisible students who were absent without reason from group assignments or who made shallow and insufficient contributions. Student online visibility and participation can take many forms, like read-only participants who skim over or deliberately harvest others’ discussions. Other students can be highly visible without contributing. Students who anticipate limited access due to poor connectivity, high costs or other reasons can manage their log-in time effectively and gain maximum benefit. Absent and seldom contributing students risk forsaking the benefits of the virtual learning community. High quality contributions rather than quantity builds trust among mature students. We suggest how to avoid read-only-participation: communicate the required number of online classroom postings; encourage submission of high quality, thoughtful postings; grade discussions and give formative feedback; award individual grades for group projects and rotate members of groups; augment facilitator communication with Internet-independent media to convey important information. Read-only-participants disrupt the formation of a virtual community of learners and compromise learning. en_US
dc.identifier.citation Nagel, L, Blignaut, AS & Cronje, JC 2009, 'Read-only participants : a case for student communication in online classes', Interactive Learning Environments, vol. 17, no. 1, pp. 37-51. [] en_US
dc.identifier.issn 1049-4820
dc.identifier.other 10.1080/10494820701501028
dc.language.iso en en_US
dc.publisher Taylor & Francis en_US
dc.rights Taylor & Francis. This is an electronic version of an article published in Interactive Learning Environments,17:1,pp. 37-51, 2008. Interactive Learning Environments is available online at: en_US
dc.subject Lurkers en_US
dc.subject Virtual community of learners en_US
dc.subject Read-only participants en
dc.subject Student communication en
dc.subject Online classes en
dc.subject Online community en
dc.subject Online discussions en
dc.subject.lcsh Education, Higher -- Computer-assisted instruction -- University of Pretoria en
dc.subject.lcsh Web-based instruction en
dc.subject.lcsh Student-centered learning en
dc.subject.lcsh Participation en
dc.subject.lcsh Students -- Conduct of life en
dc.subject.lcsh Education -- Curricula -- University of Pretoria en
dc.subject.lcsh Peer-group tutoring of students en
dc.subject.lcsh Facilitated communication en
dc.title Read-only participants : a case for student communication in online classes en_US
dc.type Postprint Article en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record