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UNV-503-0500: Introduction to Graduate Studies in the Liberal Arts Grand Canyon University Lisa Konow, Instructor WK 2 Article Summary Assignment As the need for formal education being offered in an online format grows, the issue of offering quality courses and failure to complete the courses remain. Maintaining successful completion rates in online courses and project-based learning assignments are commonly lower than those portrayed in a traditional lecture-based setting as online registrations rise. Those of us who have the responsibility to support online students should also have a role in changing that trend! (Schreck, 2006) Analysts regularly measure the achievement of web-based learning as students’ understanding of learning are reflected in their grades or overall performance. Drop-out rates for online courses vary from 20 to half, often 10–20% higher than that of similar courses (Bernard, Brauer, Abrami, and Surkes, 2004). Searching for a pattern to predict student achievement in an online learning environment, Bernard et al. (2004) discovered that students’ character can foretell their status for learning and influence course results, while "earlier accomplishment is as yet the best indicator of future accomplishment" (Bernard et al., 2004, p. 44). Research shows that online support is important to guarantee effective course completion (Klemm, 1998; Rovai & Barnum, 2003; Swan, Shea, Fredericksen, Pickett, & Pelz, 2000). Better grades are direct results of what happens when students connect with and form an online community of learning with their peers and/or classmates. The advancement of such a learning community depends on a student’s online relationship with their classmates and their instructor. Student fulfillment, devotion, and psychological results represent the layout of a virtual learning network. Some challenge support as an essential piece to a student’s ability to effectively adjust their level of understanding by observation (Beaudoin, 2002; Sutton, 2001), and access for leniency towards sneaking or read-just cooperation.

UNV-503-0500: Introduction to Graduate Studies in the Liberal Arts Grand Canyon University Lisa Konow, Instructor Beaudoin’s (2002) reaction, as depicted in the article “Learning or lurking? Tracking the ‘invisible’ online student” considered that students occasionally engage and learn in any environment, when not participating in online conversations with personnel and different students and demonstrated that position of safety, students: invest a lot of energy in learning-related errands, remembering logging for, in any event, when not noticeably taking an interest, and they believe they are as yet taking in and profiting by this position of safety as a way to deal with their online examinations. (p. 147) After examining the significance of students’ online "perceivability," the authors found that the amount and nature of support received was apparent. As a conditional study, we researched the effective results of a graduate level online course by soliciting the following questions: How did online support identify with learning and fruitful course finishing? How did support impact the learning network?

To answer these questions, we found that (1) participating in supportive online conversations can be more comprehensive than lecture-based conversations by engaging students that are typically introverts and fostering an environment that supports an enhanced value of communication and (2) profound psychological learning and elevated levels of intelligence are conceivable in online conversations, as students prepare thought out academic contributions. As students raise their understanding, they move from the marginal to the core (Carr et al., 2004), with expanding perceivability. Beaudoin (2002) found that unnoticeable students, here and there, "invest a lot of energy in learning-related errands, remembering logging for, in any event, when not obviously taking an interest, and they believe they are as yet taking in and profiting by this position of safety as a way to deal with their online

UNV-503-0500: Introduction to Graduate Studies in the Liberal Arts Grand Canyon University Lisa Konow, Instructor investigations" (p. 147). Unfortunately, while this type of student may find satisfaction in getting their learning needs met, this does not contribute to overall body of online learning. Students coincidentally do no effectively take an interest in online conversations for different reasons and may miss the course structure and stay unconvinced of the course's advantages. Conversely, student engagement isn't the main factor that affects collaboration, learning, and successful completion of a course. Students become increasingly engaged in an online learning environment when the instructor serves as a guide, giving generalized, yet specific feedback, and support (Collison et al., 2000). A powerful learning environment requires an instructor with cohesive social, intellectual, and an instructional imminence (Cox et al., 2004). Facilitators should show basic reasoning, powerful correspondence, and critical thinking abilities (Shavelson and Huang, 2003).

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