Students as Seekers in Online Courses

Abstract

Although students have the responsibility for learning in the online classroom, professors need to be aware of behavioral changes students can make to be successful.

Communities of Practice and Makerspaces: DMAC's Influence on Technological Professional Development and Teaching Multimodal Composing

“…No new tool or space is entirely new; each tool or space brings with it traces of the past; we can deliberately draw on what we have experienced to situate ourselves toward new tools and spaces. In this way and in the ways in which we engage this work collaboratively, we are seekers (Canada, 2000), contributing to and benefitting from various communities of practice connected to our work with technology. Furthermore, DMAC helped us understand the digital writing process "inside out" through enactive learning, an active, hands-on, trial-and-error process (Winne & Hadwin, 2011, p. 37).…”

A Student’s Guide to Strengthening an Online Community

“…The first reason is because strong OLCs can help students overcome a sense of isolation that online students traditionally feel (Canada, 2000;Liu, Magjuka, Bonk, & Lee, 2007;Weiss, 2000), and lead to more reflective discourse (Hawkes, 2006). In addition to helping students feel more connected, research has found that learning communities can lead to higher student engagement, greater respect for the diversity of all students, higher intrinsic motivation, and higher learning outcomes in the areas that are most important (Watkins, 2005).…”

“…Canada (2000) states, "The online student, however, cannot live by RAM alone. In OLCs, students must exhibit greater self-regulation in studying the course content.…”

“…Canada (2000) states, "The online student, however, cannot live by RAM alone. As Canada (2000) described it, the traditional learner is much like an athlete who is constantly under the coach's observation and so is highly motivated to keep performing. Self-regulation is highly correlated with success in online learning communities (Anderson, 2007).…”

Preparing students for assessment in the on‐line class

“…This leaves room for open speculation whether it is more difficult in on-line classes than in face-toface classes to apprise students of assessment expectations. However, with the availability and efficiency of electronic communication, traditional and on-line courses can be very similar (Canada, 2000). For example, a fundamental component of both successful face-to-face and on-line classes is assessment, so it is not surprising that successful on-line programs pay careful attention to assessment.…”