2nd Grading Culminating-Activity-Ramos-Althea-Kaye PDF

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An activity....

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READING AND WRITING

2nd Grading Period CULMINATING ACTIVITY Class No. F19

Date: “Late Submission”

Name: Ramos, Althea Kaye

Grade & Section: Grade 11 STEM-E St. Patrick

Please attach this rubric when you submit your article critique/review. Exceptional (10 points)

Good (7 points)

Needs Improvement (5 points)

Inadequate (2 points)

Introduction

The introduction is inviting, states the title and author of the article being reviewed, and previews the reviewer's opinion of the article.

The introduction clearly states the title and author of the article being reviewed, and previews the reviewer's opinion of the book, but is not particularly inviting to the reader.

There is no clear introduction of the title and author of the article being reviewed, or reviewer's opinion previewed.

Summary

Presents a thorough summary of the article that is succinct and correct in both major points and supporting details.

Demonstrates complete understanding of the article and has highlighted most major points.

Evaluation and Analysis

Critique consists of thoughts, responses and reaction to the article. The reviewer reacts to the author's aims or intent, the subject of the article, how well it is written and overall success or failure of the article. At least 3

Critique consists of thoughts, responses and reaction to the article. The reviewer discusses only two aspects, for example "themes" and "writer's style". There is not a thorough review of various

The introduction states the title, author of the article being reviewed, but does not adequately preview the reviewer's opinion of the book nor is it particularly inviting to the reader. Shows an understanding of the information in the article, but has not included some major points and/or supporting details. Critique consists of thoughts, responses and reaction to the article. The reviewer discusses only one aspect, for example "the writing style". The review just states "I liked it", or "I hated it". It lacks a critical

Understanding of the article major points is incomplete or many misconceptions are demonstrated. Critique consists of a basic opinion based on personal feeling of "I liked it" or "I hated it" and is not considered a critique because it does not focus on themes, author's intent, writing style, etc. No examples

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READING AND WRITING examples from the text. Conclusion

Clinical relevance of the article is clearly addressed and convincing rationale presented.

Evidence of critical thinking

Accurate judgments about the article are made, based on research principle. Critique relates to course content.

Organization

The review is well organized. One idea or scene follows another in a logical sequence with clear transitions. The review meets length requirement. 1-2 grammatical errors. 1-2 punctuation errors. APA/MLA Guidelines are meticulously followed. Adheres to Font/Spacing Guidelines.

Mechanics

aspects. At least 2 examples from the text are given. Clinical relevance is addressed, but a convincing rationale for clinical practice implications is omitted. A few accurate judgments about the article are made, based on research principles; some omissions or inconsistencies. Critique relates to course content, but is incomplete or inconsistent. The review is organized. One idea or scene may seem out of place. Clear transitions are used. Length requirement is met with adequate content. 3-4 grammatical errors. 3-4 punctuation errors. Adheres consistently to APA/MLA guidelines, however, one error present. Adheres to either Font or Spacing Guidelines, but not both.

eye. One example from the text is given. Weak or inconclusive conclusions regarding the clinical relevance of the article. Judgments about the article and relation to course content are not clear, lack specificity, or are only partially correct.

from the text is given.

The review is a little hard to follow. The transitions are sometimes unclear

Ideas seem to be randomly arranged.

Length requirement is not met; minimal content. 5-6 grammatical errors. 5-6 punctuation errors. Demonstrates little ability to adhere to APA/MLA guidelines, more than two errors present. Adheres to neither Font nor Spacing Guidelines.

Length requirement is not met; poor content. Numerous grammatical errors (distracting). Numerous punctuation errors. Neither style is used. Does not adhere to Font/Spacing Guidelines.

No or very limited reflection on the clinical relevance of the article.

Incorrect judgments are made that are not based on course content or misrepresent the article content.

Total Score: 70 points

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READING AND WRITING NAME: Althea Kaye Ramos CONTACT NO:

STRAND: Grade 11 STEM-E; Saint Patrick SCORE: Article Critique

Potasknik, M., & Capper, J. (1998). Finance & Development. Distance Education: Growth and Diversity, 42-45. Retrieved from https://www.imf.org/external/Pubs/FT/fandd/1998/03/pdf/potashni.pdf

I. Introduction a. Research Topic Amidst the COVID-19 pandemic, distance learning was the last alternative that the government had, to continue education. However, the pandemic wasn’t the one that engendered distance learning. In fact, it already began around 1800s, and its rapid growth began around the 1900s (Kentnor, 2015). In the article “Distance education: Growth and diversity,” Michael Potashnik and Joanne Capper (1998) deliberated on the study of the rapid spread of distance education. b. Research Problem Whereas the article stated significant results showing that learning without attending schools is as well as or even better than those who learned through traditional classes, there are still preliminary and countless of studies that should be conducted to prove its effectiveness. c. Research Hypotheses The authors addressed the overall context of their study by raising the statement and the question, “Distance education is becoming increasingly popular as economic forces encourage, and new technologies facilitate its spread. What advantages does it [distance learning] offer, and what should course providers consider before embarking on new ventures?” More specifically, after evaluating the overall contextual evidences that the researchers articulated, it had been stated that, “A substantial time and amount of expenses are compulsory to produce quality programs.” Together with this, they had also proved that underdeveloped, developing, and as well as developed countries will have their fair share of struggles in making distance learning a success in their county.

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READING AND WRITING II. Summary of Content The inkling that students and its teacher can howsoever effectively teach and learn while widely separated by space and an extensive amount of time is a concept that Sir Isaac Pitman inaugurated in the late 1840’s. This had now caused many critics and researchers, just like Michael Potashnik and Joanne Capper (1998) to examine the effectiveness of distance learning. Distance learning, also known as distance learning, e-learning and online learning, is a concept of an academic achievement in which the main elements include the total separation of educators and learners during lessons, and the use of various technological platforms to facilitate student-teacher and student-student communication. Although, students cannot establish socialization and interpersonal skills that typically follow conventional learning approaches. In contradiction with this, some results indicate that distance learning has a positive effect, where distanced students performed higher than campus students. It does not just stop with the attainment of a higher education but also continues to numerous coherences with your outside life of school. One advantage is that you can learn while being employed to a job. It is clear that distance learning’s purpose is to make our lives easier and have more time to ourselves. As distance education becomes popular, this has also gathered countless of criticisms and doubts from researchers and of course, even the public. With these researches, it has proven that distance learning still lacks its credibility in many countries, more specifically from underdeveloped until on those of developing countries. Moreover, the article discussed that there are necessary requirements to guarantee distance learning success. Ensuring its quality is dependable on distance education programs, adequate planning for the implementation, enough funds upon execution, together with enhancing technological grasp of the country for a more easily accessed learning. With these, it is much more expected that distance learning will lead to much of effectivity. However, globalization, accreditation and competition among countries are contemporary issues that comes with distance learning. Researchers who have been required to determine the tasks undertaken in the course and the obtained degrees from obscure bodies of education from other nations, struggle. Other countries created a whole new challenge in accreditation and certification of learning. Several countries also fear colonization through instructional program broadcasts. Competition is correspondingly, an issue. Whereas the article stated significant results showing that learning without attending schools is as well as or even better than those who learned through traditional classes, there are still preliminary and countless of studies that should be conducted to prove its effectiveness.

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READING AND WRITING III. Article Critique The researches discussed an important and a sensitive topic as institutions continued to attempt of improving retention efforts in distance learning. Together with this, the prevailing occurrences, the pandemic, distance learning becomes a hotly debated topic that greatly divides opinions, by researchers, professionals, but mostly, the public, as it becomes the last alternative to continue education. The globe has been having its fast-spreading global technology awareness since industrial revolution sparked around the 18th century. As such, in advanced industrial nations, there are an ample opportunity for successful tertiary education, together with high rates of literacy and school attendance, which is a stepping stone for an education revolt (Hellman, 2003). These developed, and even some developing countries have the highest success ratio when engaging in distance learning. Distance learning is a factor of personal detachment. The risks of distraction are high. With little teaching staff for face-to-face engagement and no fellow students who can help with constant reminders of pending worksheets, the chances of getting sidetracked from school works and having lost track of the learning-related matters are highly probable. Questionable credibility is continuously being brought up. The fear of colonization because of its globally-ranged spread is unimaginable. Moreover, there is a significant array of apprehensions about the impact and effectiveness of distance education, with just of those underdeveloped and developing countries but never with those who are developed and highly-developed. Underdeveloped and developing countries would be struggling to cope up with developed and highly-developed, with a greater access to education that distance learning can offer, but not with the other. And this just justifies that there are many issues to name that distance learning is yet to solve. The social impact of innovation in technology is difficult to identify. Quite often, far from expanding the scope of preconceptions of the downtrodden and the needy, the technological advancement tends to work in an unusual and unpredictable way to intensify the problems of disparity between states and nations. Riches, educational opportunities, age, culture, nationality and sexuality divided people in terms of access to technical assistance.

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READING AND WRITING IV. Conclusion Through distance learning, students do not even learn, but are only passing for the sake of compliance. Careful analysis, evaluation, and research will be needed to fully, without holes, lead distance learning to its full potential. Government within countries must have sufficient funds to reinforce to the needs of an effective engagement in distance learning. V. References Hellman, J. A. (2003, June). United Nations Research Institute for Social Development. Retrieved from The Riddle of Distance Education: https://unrisd.org/80256B3C005BCCF9/(httpAuxPages)/9A52AEC7B807ED63C1256D560033B40 4/$file/hellman2.pdf Kentnor, H. (2015). Curriculum and Teaching . Distance Education and the Evolution of Online Learning in the United States, Vol. 17, Nos. 1 & 2. Potasknik, M., & Capper, J. (1998). Finance & Development. Distance Education: Growth and Diversity, 42-45. Retrieved from https://www.imf.org/external/Pubs/FT/fandd/1998/03/pdf/potashni.pdf

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