Home > WALDEN 6511 > Engaging The Passive Learner Online

Engaging The Passive Learner Online

Collaborative learning environments help students expand and deepen their knowledge. In fact, our resources indicate several approaches to community creation and outline distinct stages of learner interaction. We also know from our resources there are challenges to creating online communities that students perceive as trusting and active. Simply assigning students a collaborative activity such as an online discussion or placing them in a group does not guarantee all will participate.

By Tuesday:

  • Explain why each student’s participation is important to the online learning community.
  • Describe techniques or strategies an instructor could employ to engage students who lurk in discussions or do not participate in collaborative projects/teams?
  • Recount how you were affected by a peer’s lack of participation within a learning community.

Be sure to cite information from the Learning Resources to support your comments.

By Saturday:

Read through your peers’ posts and respond to at least two. Your response should expand on something a peer said, explain a divergent point of view, ask a question, or offer a personal experience.

Return to this discussion periodically to read responses to your initial posting. Think about what you learned in this discussion.

Additional resource:

An, H. Kim, S., & Kim, B. (2008) Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work. Contemporary Issues in Technology and Teacher Education, 8(1), 65-83. Retrieved from http://www.editlib.org/p/24290/article_24290.pdf&sa=X&scisig=AAGBfm2K9eBrKGUVmhv0j6PFxB5rbhc0OQ&oi=scholarr

The following rubric will be used to assess your submissions.

Criteria for Evaluating Discussion Board Assignments

Quality standards Exemplary  = 3  Good = 2 Needs Improvement = 1
Contributions to the Learning Community The learner’s contribution meets all assigned criteria and frequently expands the discussion topic.The learner takes an active role in discussions. The learner’s contribution satisfactorily meets the assigned criteria for contributions to the discussion topic.The learner interacts frequently within the community. The learner makes minimal or no contribution to the discussion topic.The learner makes occasional or no comments.
Initial Posting: Critical Analysis of Issues Demonstrates critical thinking to analyze and relate key points.Supports content with required readings or course materials, and other creditable sources. Relates to the assigned discussion topic with satisfactory evidence of critical thinking.Summarizes and supports content using information from required readings and course materials. Summarizes or restates discussion topic components with minimal evidence of critical thinking skills.Post has minimal or no connection to course materials.
Responses: Quality of Learning for Colleagues and Self Provides specific, constructive, and supportive feedback to extend colleagues’ thinking.Offers additional resources or experiences. Provides constructive and supportive feedback to colleagues.Refer to sources from required readings and course materials. Provides general feedback with minimal or no connection to required readings or course materials.Demonstrate minimal evidence of personal learning as a result of interaction with colleagues.
Expression Provides clear, concise opinions and ideas effectively written in Standard Edited English.Includes appropriate APA-formatted citations and reference list. Provides clear opinions and ideas written in Standard Edited English.Includes satisfactory APA-formatted citations and reference list. Expression is unclear or interrupted by errors.Includes minimal or no APA-formatted citations and reference list.
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Categories: WALDEN 6511
  1. October 18, 2012 at 9:46 pm

    Sheala,
    I love that you tackled this topic. It’s vital that all participate and many don’t realize that if they aren’t present for the discussion at hand, all suffer. There are clearly strategies that help promote participation.

    (I’m not sure here if I’m actually supposed to answer your question or simply respond to the quality of your post, so forgive me if I’m off-track here.)

    Anyway, a key strategy is, of course, communication. Participants must set up a charter, then follow through with a peer if they feel a bullet point is not being met. Worse comes to worse, you involve the instructor. After all, collaborative groups are not outside of the responsibility of an instructor’s occasional intervention. I recall working in a group in this very program with a fellow learner and each of us found ourselves depending on his interaction to proceed with our own section of the project. As a designer, I felt it was a flawed design that we had to wait for each component to proceed, and as a learner, it was frustrating. I think it would have been solved with a tweak in design as well as an outlet for peer evaluation at the end. As an instructor, if you are encountering a participant who won’t submit or discuss or whatever, you can calmly do some work behind the scenes, emailing and politely poking to promote participation. (Wow! That’s some alliteration!)

    -Heather

  2. dvhull
    October 20, 2012 at 12:02 am

    Hello Sheala,

    I am not sure if I am to critique your post or specifically what to do here. In our instructions for this assignment, it just says to post a response.

    I find your “lead-in” introduction to the assignment is very fitting and to-the-point. I find that it gives adequate background for the assignment and leads right in to prepare the participant for the requirements. The questions for the assignment are easy to understand and follow. I feel that they are appropriate and serve a purpose that relates very nicely with the introduction.

    The assignment that you have designed will enable students to discuss the importance of participation in group projects and help to bring out any misconceptions or concerns that participants may have relating to collaborating and group work. I feel that this is a proper way to enable participants to discuss the topic and gives participants the opportunity to voice their thoughts and aid them in understanding one another’s expectations relating to any group activities.

    Also, within the assignment you ask particpants to reflect on their own experiences and encourage dialogue between participants by requiring them to read through and post to other’s discussions. This requirement helps to develop a close community and form relationships. I find the rubric that you designed very easy to follow and understand. I think your assignment is very well constructed and serves a useful purpose in an online learning environment.

    —Danette

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