Unit Eight Reflection

Unit 8

Article 31

1. The main idea of this article is learner-support services for online students. It discusses scaffolding and how it is used for success. It focuses on self-assessments, pre-assessments, advising, and formulating a community of learners.
2. The process of scaffolding involves providing learners with more structure during the early stages of learning activity and gradually turning responsibility over to them as they internalize and master the skills needed to engage in higher cognitive functioning.

Article 32

3. This article focuses on ten ways online education matches, or surpasses, face-to-face learning. This article explains that online education excels in many areas including student-centered learning, writing intensity, highly interactive discussions, and many more.
4. Online courses do well at creating a sense of an intimate community of learners. Students are much more prone to open up and reveal information about themselves in emails and on discussion boards.

Article 33

5. The key idea of article 33 is becoming an author online. It discusses using asynchronous computer conferencing to support literacy.
6. The process that the student completes before respsonding to the author was that the students must read a tange of novels, develop book review skills and then write increasingly focused critiques.

Article 34

7. This article focuses on the effects of learning styles and class participation on students' enjoyment level in distributed learning environments.
8. The difference between a assimilator a converger is that an assimilator can understand information best when it is presented symbolically and conceptually and time is given for internal reflection. A converger understands and perceives information best through concepts and symbols but need the opportunity to work activelly in roder to internalize the information. This type of learner asks "how". The assimilator asks "What?

Unit Eight

Article 31
The main idea of this article is the support that exists for online students and the steps that can be taken to support these online learners and make them successful in the online learning environment.
In the article, the process of scaffolding involves an opportunity for learning with and from others that applies potentially to all participants and not simply to the less skillful or knowledgeable. The process of scaffolding is helpful in considering the support services needs of the learners in distance learning settings.

Article 32
The main idea of this article was online education versus traditional face to face educational settings. This article outlined ten different ways that online education matches or surpasses face-to-face learning.
It is common in an online learning environment for participants to develop a strong sense of community that enhances the learning process. Because online classes offer relative anonymity, students may feel more prone to open up and reveal information about themselves in e-mails and discussion boards more so than if they were in a face-to-face environment.

Article 33
The main idea of this article centered on the Author On-line (AOL) project that attempts to infuse life into classroom reading, by emphasizing the communication dimensions of books and by enabling pupils to engage in on-line conversations with authors.
Before students can respond to the author, the class teachers must check all postings before going on “live”.

Article 34
The main idea of this article was a study that was done to measure how much of the students’ enjoyment of a class affects their success in the class. It appeared from the study that students’ enjoyment of a class had a positive effect of their success in the class. This study also concluded that class participation has a weak negative impact on enjoyment level.
The assimilator is abstract and reflective. They can understand information best when it is presented symbolically and conceptually and time is given for internal reflection. This type if learner usually asks “what”.
The converger is abstract and active. They understand and perceive information best through concepts and symbols but need the opportunity to work actively (external manipulation) in order to internalize the information. This type of learner usually asks “how”.
The difference between the two is that the converger needs the opportunity to work actively as opposed to internal reflection.

Unit 8 Article thirty-one
1. The main idea of this article is how learner support services provide online students support so they do not feel isolated or alone.
2. The process of scaffolding is providing learners with more structure during the early stages of a learning activity and gradually turning responsibility over to them as they internalize and master the skills needed to engage in higher cognitive functioning.

Unit 8 Article thirty-two
3. The main idea of this article is about the ten ways online education excels to traditional face-to-face.
4. Online courses are successful at creating a sense of intimate community learners through the enhancement of the learning process. The students are able to open up and reveal information about themselves in e-mails and on discussion boards than they are in the face-to-face environment.

Unit 8 Article thirty-three
5. The main idea of this article is about encouraging teaching and learning through literacy. Students are able to post their book reviews by using the asynchronous computer conference system to receive feedback.
6. The process was that the teacher and students discussed the message from the author and then the classroom teacher checks all postings before going on “live” on NINE.

Unit 8 Article thirty-four
7. The main idea of article thirty-four is about how much students’ enjoyment effects the students’ achievement in class during different learning environments.
8. An assimilator is a type II options into learning styles which will understand information best when it is presented symbolically and conceptually and time is given for internal reflection. This type of learner usually asks “What?”
A converger understands and perceives information best through concepts and symbols but need the opportunity to work actively (external manipulation) in order to internalize the information. This type of learner usually asks “How?”

Unit Eight reflections

Unit Eight Article 31:

Distance learning creates unique opportunities for students who are faced with obstacles that may prevent them from attending a traditional campus, such as geographic location, work schedules, and family commitments. However, there is a high drop out rate in these classes due to feelings of isolation, low levels of interaction and support, and possible a lack of computer skills necessary to be successful. The overall satisfaction with distance delivered courses is critical for their success. The authors outline ways to overcome barriers to success and encourage retention.
Scaffolding in the context of distance learning involves one on one learner support, individualized help based on the needs and goals of that learner, and mutal and reciprocial interpersonal interaction, aimed at improving learning and performance goals as opposed to simply delivering information.

Unit Eight Article 32:

Although the author submits that online education surpasses face to face education in “ten ways” most of them deal with the affective nature of a course, such as “highly interactive” “on-demand interaction”, “immediate feedback”, “student centered”, “intimate community of learners”, etc. Highly debatable arguments such as gay/lesbian marriage will certainly evoke an emotional response, and thus a high degree of participation since everyone has a somewhat charged opinion on the matter. There is little discussion about improved student learning in this article, just that it is “exciting.”
I suppose the ideal forum would be found in the social sciences.
The answer to question (4) is incorporated above.

Unit Eight Article 33:

In this article, the authors explain the AOL Author, Pedagogy and Technology (APT) Model, which gives 10 and 11 year olds the opportunity to engage in computer conferencing with authors and peers, as well as posting book reviews. The aim was to improve students ICT skills and word processing skills. Before responding to the author online, students were required to read “a range of novels, develop book review skills, and write increasingly focused critiques.” Postings were checked by the class teachers before students were allowed to go “live” online. I wish someone would edit some of the “book reviews” posted by students on Amazon.com.

Unit Eight Article 34:

What is the student response to distance learning? In this study, students reported their “enjoyment level” and determined that it depended on the level of class participation as well as individual learning styles. According to the Kolb Learning-Style Inventory, both Assimilators and Convergers understand and perceive information best through concepts and symbols; assimilators, however, need time for internal reflection and tend to ask “Why?” Convergers seek to work actively in order to internalize information – they want to know “how”.

Unit 8 reflection

Unit 8
Article 31
1. This article describes learner support services strategies that can address retention challenges such as feelings of isolation, and lack of self direction for online students. Online education students may become involved online because of obstacles in their personal life. A big challenge of online education providers is not how to get students but how to retain them. Scaffolding which is a social and collaborative process also must be taken into consideration. The article looks at the Western Governors University’s learner support services program and how they use a collaborative process to achieve the level of scaffolding needed to address retention challenges. An important goal is to personalize the learning and teaching process.
2. The process of scaffolding involves giving students a lot of structure during the early stages of an activity and as they began to master a skill or concept allowing the student to gradually assumes responsibility of it.

Article 32
3. This article examines online education and how it meets and exceeds face-to-face learning in many aspects. It does just as well in academic quality and rigor, they can achieve the same learning objectives, and students can learn as much and as well as in the face-to-face classroom. Kassop also feels that online courses exceed face to face courses in areas of student-centered learning, writing intensity, highly interactive discussions, being geared to lifelong learning, enriched course materials, on-demand interaction and support services, immediate feedback, flexibility, and offering an intimate community of learners. The article also provides a discussion board excerpt as an exhibit of an online discussion.
4. Online courses are very successful at creating a sense of an intimate community of leaders. The community enhances the learning process. Students may be more willing to open up and reveal more information about themselves in emails and on discussion boards because of the anonymity online.

Unit 8 reflection continued

Article 33
5. This article looks at the author online program and how it tries to bring life back into classroom reading by enabling students to be involved in online conversations with authors. It began with students doing book reviews in class and this soon expanded to the internet and coming into contact with authors.
6. The process students went through before responding to the author was that they posted their book reviews to the NINE sites and as they appeared they could download and read what other students wrote. They would discuss amongst themselves some of the points made in each others reviews. Then the author became involved.

Article 34
7. This article examines how to enhance student success in web based learning. It looks at variables that may impact student success then it would it would be possible to develop courses according to students learning styles. It looks at students self reported enjoyment level as an indication of student success. It concluded that learning styles and class participation had a significant impact on students’ enjoyment level. Class participation had a negative impact on enjoyment level and that graduated students may study more independently.
8. The difference between an assimilator and a converger are that assimilators are abstract and reflective while convergers are abstract and active. Assimilators can understand information best when it is presented symbolically and conceptually and when time is given for internal reflection. This learner will usually ask “what”? A converger can understand and perceive information best through concepts and symbols but need the opportunity to work actively (external manipulation) in order to internalize the information. This learner usually asks “how”?

Unit 8 Reflection - Distributed Learning

Unit Eight Reflection – Distributed Learning

Article 31 – Learner Support Services for Online Students: Scaffolding for Success

1) The main idea of this article is focusing on learner support services of Online students since the drop out rates associated with distance learning typically range from 20 to 50%. This article describes the types of learner support service strategies that can effectively address these retention challenges.

2) The process of scaffolding involves providing learners with more structure during the early stages of a learning activity and gradually turning responsibility over to them as they internalize and master the skills needed to engage in higher cognitive functioning.

Article 32 – Ten Ways Online Education Matches, or Surpasses, Face-to-Face Learning

3) The main idea of this article is ways in which online education matches, or surpasses, face-to-face learning, in:
• Student-centered learning
• Writing intensity
• Geared to lifelong learning
• Enriched course materials
• On-demand interaction and support services
• Immediate feedback
• Flexibility
• An intimate community of learners
• Faculty development and rejuvenation

4) It is common for participants in online courses to develop a strong sense of community that enhances the learning process. Probably as a result of the relative anonymity of online courses, students are much more prone to open up and reveal information about themselves in e-mails and on discussion boards than they are in the face-to face environment.

Article 33 – Author On-Line: using asynchronous computer conferencing to support literacy

5) The main idea of this article is using asynchronous computer conferencing to support literacy such as AOL (Author On-Line). This mode of learning puts the students directly in touch with the author and other students.

6) The process that the students went through before responding to the author, was that the class teachers must check all posting before going on “live.”

Article 34 – Effects of Learning Styles and Class Participation on Students’ Enjoyment Level in Distributed Learning Environments

7) The main idea of this article is the study of the effects of learning style and class participation on students’ enjoyment level in distributed learning environments as measured by the Kolb’s Learning-Style Inventory. Interesting enough this study showed that a positive effect in the success of the students’ was attributed to their enjoyment.

8) Assimilators (abstract/reflective) – can understand information best when it is presented symbolically and conceptually and time is given for internal reflection. This type of learner usually asks “What?”

Convergers (abstract/active) – understand and perceive information best through concepts and symbols but need the opportunity to work actively (external manipulation) in order to internalize the information. This type of learner usually asks “How?”

Unit Eight Reflections

1) Article 31 by Ludwig-Hardman and Dunlap focuses on issues of retention in distance learning programs. But more than just a list of issues, the article seems to be a primmer on techniques for success by a distance learning provider.
However interviews, questionnaires, pretests, and self tests, seem more like good placement than scaffolding. The support for some social context with advisers and online groups to support the student seems a little more in line but I have always thought of scaffolding as more of academic content that is provided to support more advanced ideas.

2) "Scaffolding involves providing learners with more structure during the early stages of a learning activity and gradually turning responsibility over to them as they internalize and master the skills needed to engage in higher cognitive functioning (Palincsar, 1986; Rosenshine and Meister, 1992)." p192
But I am not sure that I can make the leap that scaffolding is an inherently social process. That would imply that we could not prepare generic support materials, we would have to have social interaction first?

3) Kassop is clearly a proponent of online learning technologies and presents ten ways that he maintains the online experience is better than a face to face class room experience.
The author then goes on to provide an example of an online discussion which illustrates the quality of thought that can go into a conversation when there is not as much pressure on an immediate response as there would be in a live discussion.
I would like to say that my personal preference for an asynchronous forum is an email group. There is more control over the group and a rich set of tools like spell and grammar checking.

4) Kassop also reports in the article (p200) that many instructors report surprisingly close relationships with their online students. "it is common for participants in online courses to develop a strong sense of community that enhances the learning process." The author attributes this to some level of anonymity that is afforded in the online experience which allows participants to be more forthcoming in there interactions.

5) The authors feel that the tools available for online communications (asynchronous computer conferencing) are well suited to the teaching of reading and writing (communication) skills. Students were encouraged to read a variety of novels and post book reviews for the books they read to an online forum. The article also provides several examples of online communications from students which attracted the attention of the author of a story the students were reviewing. This was an interesting illustration of the way that professionals can interact with students that would not be nearly as likely in the classroom.

6) The process students went through before responding to the author of The Cinnamon Tree was conventional in many ways up to the point the online conferences with the author began. 'Work cards' were developed on the different characters of the story and then posted so the students could see each others work. This is a sharing between students that would not be as easy to arrange in a brick and mortar school. Imagine, the work of each student would have to be collected and copies made for all the other students.

7) While this might not exactly be the point of the article, I found it very enlightening that the study discussed was about enjoyment levels by the students. This is quite a paradigm shift from the approach in classrooms around the country. The student learning styles are broken down the way a department store would plan an advertisement campaign using demographics and this makes perfect sense. Online students have the ultimate consumer freedom to choose providers for their education services.

8) As suggested in the article, what is the difference between an assimilator and a converger? The short answer would be that the assimilator asks "What" and the Converger asks "How". The more detailed answer would be that these are two of the four cross products of a two dimensional scale, one dimension having the extremes of abstract to concrete and the other dimension having the extremes of reflective to active.
An assimilator is abstract and reflective while a converge is abstract active.

unit 8

Article 31
A. The main idea of this article is how to support students in online classes. The focus is how to avoid feelings of isolation, and and lack or decrease of motivation. This article also addresses the increase of online courses and the challenges with them.

B. The process of scafolding involves guidence, counseling, assment, and coaching. There are also other elements such as Identity, individualization, and interpersonal interaction.

Article 32
A. The main idea of this atilcle is to look convince people that online courses are better than face to face learning. This article talks about online classes be equal to and in many cases better than a regualr classroom.

B. According to this article people develope close relationships during online learning. Therefore as far as this article is concerned there is a success with creating intimate relationships.

Article 33
A. The main idea of this article was to find a new technological way of teaching literacy to children. Students read online books, and then participate in online discusions with the author.

B. The process that students went through before responding to the author was having their work checked by the teacher first.

Article 34
A. The main idea of this article was to look at a study that surveyed students of online classes. The purpose was to discover the personality types and learning styles of people that enjoy learning online.

B. The difference of Assimilators and convergers is that assimilators understand information best when presented symbolically. Convergers understand information like assimilators but need the work activly.

Unit 8

Article 31
1) This article describes learner-support services strategies for the online learner. Since the drop out rate is 20-50%, support for the distance learner is important to avoid the isolation factor. This article discusses scaffolding and how it is used. In addition, this article discusses developing a community of learners.
2) Scaffolding provides structure during the early stages of learning activity and gradually turns responsibility over to them as they internalize and master the skills needed to engage in higher cognitive functioning. Scaffolding motivates the learner and reduces learner frustration.

Article 32
3)This articles describes 10 ways the online education matches or surpasses face-to-face learning. For example, when discussing writing intensity, the online courses are far more writing-intensive than traditional classes.
4) This article suggests that online learners are much more prone to open up and reveal information about themselves in e-mails and on discussion boards than they are in the face-to-face environment.

Article 33
5) The main idea of this article is using asynchronous computer conferencing to support literacy. The students posted book reviews on the NINE website leading to on-line discussions with their peers and the author.
6) Before the students responded to the author, the teacher checked all postings before going on live.

Article 34
7) This article reported a study that addresses students’ self-reported enjoyment level as an indication of student success.
8) Assimilators are abstract and reflective. They understand information best when it is presented symbolically and conceptually and time is given for internal refection. This type of learner usually asks “What?”
Convergers are abstract and active. They understand and perceive information best through concepts and symbols but need the opportunity to work actively in order to internalize the information. This type of learner usually asks “How?”

Unit Eight

Unit 8 Summary
Article 31
1). the main focus of this article is the attrition rate among student enrolled in online courses. The article attributes the primary reason for drop out rates to students feeling isolated and a lack of self-direction and management.
2). According to the article the process of scaffolding” involves social process in which the interaction takes place in a collaborative context.”
Article 32
3). the main focus of this article is the comparison between Face-to-face Learning and Online courses. The author present ten ways that online education equals or surpasses F2F education.
4). According to the article online courses are extremely successful at creating a sense of communal intimacy among students enrolled in those courses. The author attributes this intimacy to the anonymity of the students. Pointing out they are more likely to volunteer information in a chat room or e-mail than if they were in a face-to-face situation.
Article 33
5). the main focus of this article is how Information Communication Technology could be used to promote literacy and ICT skills. The discussion centered around three areas that are interrelated in a specific program developed to literacy and ICT skills pedagogy, technology, and the author of a particular book.
6). Students were instructed to read a range of novels, develop book review skills, and write focused critiques.
Article 34
7). the main focus of this article was a study of the effects of learning styles on the success of students enrolled in online course. The researcher sought to determine or explain the relationship between independent and dependent variables.
8). The difference between an assimilator and a converger is, the assimilator understands information best that is abstract and he/she can ponder what is to be learned and therefore gain understanding. The converger also understands information that is presented in abstract form, but need to physically manipulate the knowledge in order to gain understanding.

Unit 8

Article 31: The main idea in this article is the use of scaffolding for online learners. Since there are many challenges in an on-line environment the author seems to believe that the use of scaffolding can be very helpful. The process of scaffolding involves concept, or metaphor, and the theories of Vygotsky and his theory of “zone of proximal development”.
Article 32: Online education is not for everyone, but it does offer the same assistance or even a little more. This really depends on each individuals learning style whether they have to be in a face-to-face situation or distance doesn’t matter. Online classes have one benefit that a traditional classroom does not, that is it has a more intimate environment between the students an instructor. The reason for that is people feel more confident and safe typing out their feelings and thoughts without the fear of rejection or just sounding stupid. It helps that there is no face they can see a negative reaction. Most students are more comfortable asking questions to the instructor through e-mail; they feel that they can ask anything.
Article 33:There are four key elements that need to be addressed when considering the nature of learning. The elements were based on Vygotshy’s theories. Learning is constructed through interaction what the student knows to what they are going to learn. Situated process is when a teacher must provide meaningful contexts. With all these elements a teacher must promote the student’s own thinking and learning. The students in this article had to respond to an author but before they did they had to read a range of novels, develop book review skills and write increasingly focused critiques. With all these new skills they were able and ready to respond to an author.
Article 34: A student’s learning style affects how they will learn in an online or classroom environment. That is not every student will have the capabilities to learn in both environments. There is an assimilator or a convenger but there are differences. An assimilator learner has to have symbolic, conceptual, time for reflection and they ask what? must be learned. Then the Converger learner has to have concepts and symbols and have the opportunity to work actively and they ask how? not what.