Running head: Communication

Article Summary of Online Communication

Serena J. Keyser
Grand Canyon University: EDU 501
November 1, 2016

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Article Summary of Online Communication

Being a read-only participant can not only affect that students education, but will also
create a divide in the learning environment. In a computer-generated classroom, pupils were
deemed more successful when they interacted with their classmates and their instructors (Nagel
et al., 2009). In this summary of Read-Only Participants: A Case for Student Communication in
Online Classes by Nagel, Blignaut, and Cronje (2009), we will look at the benefits of the
collaboration between pupils in an online interfaced learning environment.
The Research Mythology
The study was conducted during an eight week course on web-based distance learning.
The pupils that participated with Masters level students who attend the University of Pretoria.
The course was presented to 22 students, ranging in age from 30 to 50. There were eight topics
discussed in the course. The students were expected to research and post to a discussion board on
a learning management system, referred to as a LMS. The pupils were also expected to
participate in group assignments. The data that was assessed came from multiple avenues such as
postings to the discussion boards, posting to private blogs, peer reviews, online quizzing,
contemplative essays and feedback queries (Nagel et al., 2009, p. 41). Researchers were able to
track students using a student tracking tool in the LMS that allowed them to see the pupils
participation or quantitative view in the course, such as their postings and replies in the online
learning community (Nagel et al., 2009, p. 42).
Findings
It was determined that the pupils who presented with a higher number of log ins, more
contributions to discussions and replies in discussions, and obvious use of the learning
community were more academically successful, earning higher marks. Students who contributed

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to the course, and were active participants finalized the course successfully (Nagel et al., 2009, p.
49). Read-only participants seemed to learn from the other pupils in class, but did not provide
much useful information for others to learn from. They simply regurgitated the material that was
presented to them (Nagel et al., 2009, p. 49-50).
Implications
To foster a better learning environment, and to help avoid read-only participants, it is suggested
that an instructor should emphasize a required log in frequency, encourage postings that show
reflection and thought, provide feedback and inquire when necessary to elicit deeper responses,
and also provide a group rotation so that pupils are encouraged to participate in group
assignments by preventing read-only participants the opportunity to always use the same pupils
as a crutch. Also instructors are encouraged to develop group assignments where the pupils have
to work together, but does not allow one pupils slack attempt to impair the entire group and their
success (Nagel et al., 2009, p. 49-50).

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References

Nagel, L., Blignaut, A. S., & Cronj, J. C. (2009). Read-only participants: a case for student
communication in online classes. Interactive Learning Environments, 17(1), 37-51.
doi:10.1080/10494820701501028

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