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TABLE OF CONTENT
1
No.
Content
Page
1.0
Introduction
2.0
2.1
2.2
2.3
The free-rider
2.4
2.5
5-6
3.0
4.0
Conclusion
5.0
References
6-10
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1.0
INTRODUCTION
A lot of research has been done in the area of online learning and found that there
is some challenging for this type of learning. These report will discussed about the
challenging characteristics of online learning and the suggestion that was made to improve
the experience of online learners based on the present research that has been done from
researchers.
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2.0
There are numerous challenges to the online learning. Amongst the problems that are
thought to be inherent to this method of teaching, five (5) most commonly challenging of
online learning found are the following (Robert T.S & McInnerney J.M., 2007).:
i.
ii.
iii.
The free-rider
iv.
v.
ii.
iii.
iv.
Selection of groups tends to be easier but it also has complications in the online
environment. The challenging is related to difficulty of arranging suitable times when
all group members can meet outside of scheduled sessions (Robert T.S & McInnerney
J.M., 2007).
Some researchers was suggest that teams of four work well in a face-to-face
setting, while others suggests groups of five or six work best. However, arguments
based on group dynamics are less applicable in an asynchronous online environment;
where both small and large groups can work well, depending upon the context, and the
size and complexity of the group task.
There are several solutions to determined membership of each group, but
letting students choose their own groups is not usually one of them. The method
presents too many complications in the online environment.
2.3 The Free-Rider
The free-rider effect is probably the most commonly cited disadvantage of group
work; that is, when one or more students in the group does little or no work, thereby
contributing almost nothing to the well being of the group, and consequently
decreasing the groups ability to perform to their potential. In many cases, this may
multiply into additional unwanted effects: first, of gaining unwarranted marks for the
free-rider; second, of damaging the morale of the other members of the group; and
third, of lowering the reputation of the educator and the institution for fair dealing and
justice in assessment (Robert T.S & McInnerney J.M., 2007).
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group, as a means of maintaining the integrity of the group and as a way to lessen the
free-rider effect.
2.4 The Withdrawal of Group Members
Courses conducted online or by distance education notoriously suffer from higher
than average attrition rates often because of feelings of isolation. In a more
conventional learning environment, one where group work is not being used, the
withdrawal of a student normally has little or no direct effect on the work or grade of
other students. Of course, this may not be strictly true, since the student may be in an
informal study group, or have developed a friendship with other students, etc; but
students learn and are officially assessed on an individual basis. With group work, it is
common for those students who remain in the group to feel disadvantaged if one or
more of their members officially withdraws, or disappears from the group for whatever
reason.
Although probably the least-cited of the seven problems listed in the paper, this
has the potential to be the most serious, since the student concerned may have been
assigned some component vital to the success of the group as a whole.
2.5 The Assessment of Individuals within the Groups
The traditional view of assessment has always been something along the following
lines: assessment is about grading. One or more instructors assess the work of the
students, with the primary and perhaps sole - aim of assigning fair and appropriate
grades to each of the students at the end of the course. An alternative view, and one
that has claimed a large number of adherents in recent years, is that assessment can and
should play a vital part in the learning process itself. No matter where one stands on
this issue, however, at the end of the day, individual students must be assessed.
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No
Challenging
Characteristics of
Online Learners
Online Learning
1.
Student Antipathy
2.
Groups
Left to select on their own, students will naturally
choose to be with friends, who, more likely than not,
will be from similar backgrounds. It can be very
beneficial for the instructor choosing groups to attempt
to do exactly the opposite that is, to mix students from
a range of ages, genders, and cultural backgrounds. This
can improve a range of generic skills, including the
ability to communicate effectively, to understand others
points of view, and to be understanding of other cultures
and backgrounds.
There is some evidence that heterogeneous groups
can
be
advantageous,
because
of
the
different
3.
The Free-Rider
4.
The Withdrawal of
Group Members
Despite effective monitoring, it often occurs that a
student will withdraw at a vital stage of a groups work,
and sometimes this may be completely unanticipated.
This can happen for any number of reasons, some quite
beyond the control of the student concerned. Personal
circumstances change, accidents happen, etc.
Taking contributions so far into account, it may be
possible for the instructor to grade each member of the
group in the normal way, and then apply a multiplier to
make up for the disruption. The size of the multiplier of
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course
will
be
dependent
upon
the
particular
The Assessment of
4.0
Conclusion
The growth of the Internet and online learning will continue, and it will come with
challenges. Individuals engaged in an online course may have different qualities for a
successful online environment or elements that are challenging. Each experience will be
unique to the individual. As educators and students become more comfortable and adept at
communicating and learning at a distance, it will remain imperative that the best practices
associated with these learning environments continue to be explored. (Song, L et al, 2004).
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This report reviews the five (5) most commonly reported such challenging of
online learning, as identified and the Suggestion to Improve the Learning Experience of
Online Learners.
5.0
References
1. Buck, J. M., (2009). Perceptions of the Online Learning Environment Among
College Students Who Have Never Taken an Online Course. Master Thesis.
2. Muilenburg L. Y., & Berge Z. L., (2005). Student Barriers to Online Learning: A
factor analytic study. Distance Education Vol. 26, No. 1, May 2005, pp. 29
48.
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