As an online teacher, I can satisfy the improper requirements of the college in regards to cooperating with students, or I can make a learning situation that encourages student’s commitment and engagement in the classroom. Students enroll in online classes because of the need for scheduling flexibility, work-life-school balance, costs, and convenience and comfort. My online learning holds numerous points of interest; the potential disadvantages rotate around the absence of an individual connection between the educator and student, and additionally the student to student contact. I make the sure that students who take my online class get the best out of my lectures. Keeping students occupied with the course is a vital ability of a captivating educator.
Cooperative learning is a well-established technique for enhancing and bringing out the best in students learning courses. Online class help the students to contact each other by being apparently apart because students often understand what other students understand or misunderstand in an online class. Take my online class as I put the effort into making the student to student connection stronger so that they can teach each other and better and get some product result at the end. When students get such confidence and teach each other, this act also gives them a learning experience.
An advantage inside the online class help is the student activity timer. By checking on the measure of time every student is occupied with the different segment of the course, I can rapidly see who is investing the important energy to be effective. The researchers chose to test the significance of the connection between student evaluations and time spent in the classroom. By utilizing students activity (time in the course) as the autonomous variable and last grades as the reliant variable, they could test the potential connection. Their objective was to decide whether last grades connected with time spent in the course or as such, were last grades dependent on student movement. The discoveries showed a measurably critical relationship at the 95% certainty level between student’s action and last grades. In straightforward language, students that invested better than expected energy in the classroom would in general win better than expected last grades. Students that invested below normal energy in the course as a rule acquire are beneath normal evaluations.
What are the implications of the findings? Does the existence of a correlation imply causation? No. If students simply spend more time clicking through the online course, will their grades magically go up? Once again, the answer is obviously no. I trust the keys are fixing inside students a feeling of misery, inspiration, and desire to excel through our creative use of our time, technology, and resources. Students normally have occupied lives. As an educator, we should endeavor to catch their consideration for the term of the course. I have examined various student presentations, failing to find one that states, “I am a full-time student with no other life obligations or duties.”