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Essay / Research Paper Abstract
A 3 page summation of a study conducted by Nagel, Blignaut and Cronje (2009) investigated the significance of student participation as a factor promoting online course completion. The writer covers the main points of the study and the conclusions of the authors. No additional sources cited.
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3 pages (~225 words per page)
File: KL9_khnagel.doc
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problem of non-completion remains prominent. Therefore, this research team explored the research questions of how online participation, first of all, related to learning and the student successfully completing the course,
but also how this participation related to the establish an online learning community, as research has shown that the creation of such a community leads to increased learner satisfaction and
better cognitive outcomes (Nagel, Blignaut and Cronje, 2009). Some researchers, such as Beaudoin, have asserted that read-only participants, that is, students who skim online class discussion blogs, but do not
contribute, learn from this activity, even though they do not actively contribute. The researchers address this idea using an online course that is part of a Masters degree program at
the University of Pretoria. The study focuses on an 8-week, computer-integrated education course at the masters level, which was conducted entirely online. The 22 students taking the course ranged in
age from late 20s to late 40s. A mixed method approach was used to evaluate the students participation and interaction. Content analysis on discussion posts, student postings, essays and examinations
was evaluated using ATLAS.ti software. These findings were validated using the field notes, as well as other documents and perspectives (Nagel, Blignaut and Cronje, 2009). The results indicated that
the course created an online learning community; however, the research team also found that there was resentment on the part of participating students directed towards those who tended to remain
invisible and non-contributing. However, the researchers also found that the reasons for this non-participation are various and can include poor connectivity issues, as well as financial issues that mandate that
students limit their time on the Internet. Nevertheless, the researchers conclude, based on their data, that read-only participants are disruptive to the creation of an effective online learning community. They
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