Effective Online Learning Essay Sample

Effective Online Learning Essay Sample.

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Deadline: 6hrs

Pages: 2

Topic:

Effective online learning

Type of paper:

Essay (any type)

Discipline:

Education

Format or citation style:

APA

Paper instructions:

The number one factor in effective online learning is offering learning opportunities that increase student engagement with the course material, but particularly with his/her peers and the instructor (Palmer & Holt, 2009, Bollinger & Halupa, 2012).

Discuss methods and techniques you can use in online learning to promote student engagement. How can technology be used to promote engagement? How can engagement be promoted in the face-to-face classroom?

References:
Bolliger, D. U., & Halupa, C. (2012). Student perceptions of satisfaction and anxiety in an online doctoral program. Distance Education, 33(1), 81-98. Retrieve from

Palmer, S. R., & Holt, D. M. (2009). Examining student satisfaction with wholly online learning. Journal of Computer Assisted Learning, 25(2), 101-113. Retrieved from

Must be written in proper APA format using the 6th edition and must include 4 peer reviewed, properly cited and scholarly references. 2 are included but you must find where they were retrieved from and include that under references. Please ensure you are using APA 6th edition.  I constantly have to go back and ask for this to be done, so can we please get it right the first time? 

References can be no older than 5 years.

Reference locations should also be properly cited and included in the reference section of the paper. Paper is subject to turnitin

Effective Online Learning

Although the internet has come up with malicious emails scams, the staggering number of novel ways of wasting time, and the pop-ups ads, it is still regarded as the most effective and impacting innovation in the recent history (Bolliger & Halupa, 2012). The internet has not only reshaped the whole society but also the humanity itself. However, the internet has kept the learning institutions like many universities are now using it as a learning platform for people who want to continue with schooling from a distance. Hence, online learning remains the most effective way at this moment. The paper will discuss methods and techniques used in online learning to promote student engagement, how technology can be used to promote engagement, and even how the engagement can be promoted in the face to face classroom.

Despite online learning is one of the most effective methods in education institutions today, instructors are faced with the problem of keeping the student engaged. The online environment of learning is faced with many distractions since the students in this platform attend their class in coffee shops, living room, and even at the park (Bolliger & Halupa, 2012). However, there are some of the strategies and methods used to keep the students engaged. Microcast is one of the methods used in online classes; it is a short podcast of less than five minutes. The Microcast method can be used in longer lectures to break them down into series for the students to listen in short bursts. Since many of the online students do their homework while they are commuting, the Microcast method fits them quite well. The method can be described as the educational equivalent of getting a human on the phone. With the communication kept at point by the microcasting method, it helps online students in keeping engagement level high.

Another strategy is the gamification of students with whether rewards, badges, and other means of motivations which helps them to engage with the subject matters outside the textbook theory. The gamification can also be playing games which help them discuss the thinking methods and all the content they have learned. Through game playing students always get themselves engaging in class and also allow them to assess growth in the analytical and writing skills. Another method is through the instructor’s response, who is supposed to answer the students as soon as possible. Since according to Bolliger & Halupa 2012, the more the online teacher is involved in the class, the more the students will get engaged in activities. When the instructor answers the students’ questions online, it shows them they are an important part of the school.

However, technology is used in promoting online class engagement by giving one device to one student. If instructors want maximum engagement from the students, then they should give the opportunity to be independent learners (Sinclair & Kalvala, 2016). For them to do this they should have access to technology. Students with their own devices and internet are not only independent but also encourage working in groups since everyone can get involved in the creation, discussion, and evaluation of the class task through technology. Also, with technology at hand, it helps the student to access class anytime and anywhere.  Furthermore, the best way to get students engagement is getting them beyond activities that take them beyond the realm of the classroom.  

Despite having the online platform of learning, there is the face-to-face classroom method of learning. Just like in the online platform, student engagement is as important in the face-to-face learning classroom (Hazel & Mortensen, 2017). Teachers should adapt to the changing student’s expectations for them to get maximum engagement from them.  However, an institution should never just settle for what they have set to promote the engagement but also adjust to the changing research, students and maintain the pace. Ensuring the class culture and environment are welcoming to the students from diverse backgrounds. Furthermore, for students to be engaged, they must feel accepted and affirmed by the learning environment. 

References

Bolliger, D., & Halupa, C. (2012). Student perceptions of satisfaction and anxiety in an online doctoral program. Distance Education, 33(1), 81-98. Retrieved from https://eric.ed.gov/?id=EJ965546

Hazel, S., & Mortensen, K. (2017). The classroom moral compass – participation, engagement and transgression in classroom interaction. Classroom Discourse, 8(3), 214-234. Retrieved from https://doi.org/10.1080/19463014.2017.1282881

Palmer, S., & Holt, D. (2009). Examining student satisfaction with wholly online learning. Journal Of Computer Assisted Learning, 25(2), 101-113. Retrieved from https://doi.org/10.1111/j.1365-2729.2008.00294.x

Sinclair, J., & Kalvala, S. (2016). Student engagement in massive open online courses. International Journal Of Learning Technology, 11(3), 218. Retrieved from http://dx.doi.org/10.1504/IJLT.2016.079035

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