Scribd
Upload
51 views7 pages

Induction Module.2

Uploaded by

moondede
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
51 views7 pages

Induction Module.2

Uploaded by

moondede
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 7

The Role of Students in Online Courses: A

Reflection and Analysis

Dhuha sadik alsaedi


17928224
Induction Module
UOS-IND-M-100

2024/8/10
In recent years, online education has become an increasingly
popular mode of learning, particularly with the rise of self-
paced online modules. By so doing, such classes give the
learners room to be flexible and manage their course in a
personal manner. Nevertheless, success for courses like this is
determined by how much students participate actively and feel
responsible. This essay reflects on student’s role in online
courses through drawing from personal experiences and
existing academic literature; it also examines the main
responsibilities that students have to take while studying an
online course and suggests ways through which they can
contribute to creating an active learning environment.

In an online course students should have different


responsibilities from those in the traditional classes. One of the
major ones is self-regulation. As Zimmerman (2002)
observed, self-regulated learning consists of setting goals,
keeping track with them and maintaining motivation; all these
are vital in a self-paced online environment. In absence of
regular face-to-face class structure, students must manage
their own time well, keep their things ready and ensure that
they do not miss deadlines.
Additionally there is the issue of engagement. In brick-and-
mortar classrooms engagement may happen naturally through
interactions with peers and instructors whereas in an online
class it requires active seeking out opportunities to be engaged
such as participating in discussion forums, attending virtual
office hours or working together on group assignments.
Through engagement learners gain both knowledge of course
content and a community feeling that can contribute to
motivations and better learning outcomes (Rovai, 2002).

Also, students need to become digitally literate. Learning


management systems to video conferences are examples of
some digital tools and platforms found in many online courses
etc..

Co-Creating an Active Learning Environment

While instructors play a crucial role in designing and facilitating


online courses, students can equally shape their own learning
experience. One of the ways that students can achieve this is
through initiating and participating in peer interactions. More
research has proven that peer learning drives better
understanding and retention of course material (Boud, Cohen,
& Sampson, 2014). Students can thus set up study groups,
participate in discussion forums or give feedback to fellow
learners and make the learning environment more interactive
and collaborative.

Again, one could also utilize what is readily available so as to


facilitate others. Online courses are often rich in resources like
readings materials, videos among others . In addition, they may
use these materials for their own advantage while still sharing
some extra ones with their colleagues. A student may share a
link to a relevant article or video that she found interesting on
the course discussion forum enhancing everyone’s learning
experience.

Lastly is feedbacking from students to staff which helps co-


create an active learning environment. Most online courses are
iterative whereby instructors constantly look for means towards
improving their course design and delivery. Through

Contemplating my journey, as a student in a self paced


program I've come to realize that the most demanding part was
staying motivated over a long period. Unlike classes where
classmates and teachers can keep you driven online courses
demand a level of self motivation. I understood the significance
of setting objectives and breaking down the coursework into
tasks. Moreover interacting with peers through discussions and
group projects played a role in helping me stay engaged with
the course material. Feel part of a community.

I also learned the importance of taking initiative to seek


assistance. It's easy to feel isolated in a setting and doubts or
challenges can quickly become overwhelming. By reaching out
to instructors and classmates I was able to clarify uncertainties
and gain perspectives on the course material. This experience
underscored the significance of communication and teamwork,
in education.
References

- Boud, D., Cohen, R., & Sampson, J. (2014). Peer learning in higher
education: Learning from and with each other. Routledge.
- Rovai, A. P. (2002). Sense of community, perceived cognitive learning,
and persistence in asynchronous learning networks. *The Internet and
Higher Education*, 5(4), 319-332.
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An
overview. *Theory into Practice*, 41(2), 64-70.

You might also like