Running Head: ONLINE LEARNING 4
ONLINE LEARNING
Christopher McNeil
EL-5001 V2: Introduction to Principles and Practices in E-Learning
Northcentral University
Dr. Elam Jr.
August 1, 2021
Hello Christopher,
You have not described student agency in this paper. You have described the use of video conferencing. Throughout the paper you have indicated what student agency is but you do not link it to a learning event specific to student agency. Video conferencing is simply the delivery method for instruction. It is like a classroom. Student agency is how students interact with course material and how they determine is the best way to go about learning. You can liken student agency to constructivism to some degree. You described a learning event towards the end of your paper. But the event focused on video conferencing. It did not focus on the actual learning activity of developing a presentation. That is the learning event!
I am going to ask you to resubmit this paper. I have made many comments in the margin notes. I have also made corrections to the headings in the paper. Please acquire an APA manual 7th Edition or make use of APA Purdue Owl when writing and formatting your papers. You can also get help from the ASC.
29 points paper does not focus on student agency and a learning event that is supported by student agency
Feel free to contact me if you have any questions concerning this feedback.
Dr. Roy Elam Jr. 71 August 5, 2021
Introduction
A student agency represents learning through activities deemed important and applicable to the students. These activities are designed to meet the students’ interests and are self-initiated under the proper guidance of a teacher or instructor (Klemenčič, 2015). Ideally, the student agency ensures that the students have a voice and choice of how they will learn in class.
E-learning is currently gaining ground in contemporary times due to the shift in learning dynamics and the influence of technology in education. Students and teachers alike are slowly adapting to e-learning as a daily activity. The advent of the Covid-19 pandemic has further propelled the adaption of e-learning across the world. Therefore, teachers are coming up with means through which the students can transition from conventional teaching to e-learning. A key strategy is in innovating a student introduction activity that enhances student agency and incorporates a precursor to an e-learning activity (Smith & Kennett, 2017). This activity is essential in preparing students for a seamless transition and adapting e-learning as a daily routine. A key strategy that can be used as a student introduction activity that enhances student agency by incorporating a precursor to an e-learning activity is video conferencing.
Video conferencing is an essential aspect of e-learning. Video conferencing enables individuals to communicate in remote locations by transmitting video, audio, text, and presentations in real-time through internet technologies (Lawson, Comber, Gage, & Cullum‐Hanshaw, 2010). Video conferencing ideally uses internet technologies to enable the participants in a video conference to communicate seamlessly, share files and information in real-time. For teachers and students, video conferencing enables the two parties to communicate even when they are in different locations. It is a perfect communication tool fit for a classroom setting. It aids in creating interconnection, inspiring, and comprehensive learning activities in the digital sphere. The increase in international online collaboration in learning using digital tools has made video conferencing a prime tool in ensuring that students and teachers can communicate efficiently and effectively.
As an introduction activity for enhancing student agency, video conferencing can be assessed by the students and teachers regarding seeking which software options are best to use, the time of communication, the length of a class session before breaks, and the means of asking and responding to questions. Since most students are aware of digital technologies, enabling them to settle on the choices of video conferencing dynamics allows for their cooperation and adequate participation when the actual e-learning process begins (Lawson, Comber, Gage, & Cullum‐Hanshaw, 2010). Further, the teacher’s supervision ensures that students become aware of the extent to which they can reach, the measures of utilizing learning materials, and the discipline required to facilitate a smooth e-learning experience. In this sense, the teachers and students work cohesively to improve student agency as an introductory activity for e-learning.
Justification of Precursor to e-learning Activity
Video conferencing is a great initiative to use as a precursor to e-learning by students as it enhances student agency. The choice of using video conferencing has the premise of the importance of the tool in enhancing online communication between different people separate by distance. The advent of digital learning and digital technologies has initiated change in the dynamics of student learning activities. Student agency fashions the ideology of personalized learning (Correia, Liu, & Xu, 2020). In essence, student agency encourages students to design their path to learning under the supervision of teachers. Students can take the initiative and improve their abilities to control, boost motivation, and respond to activities. In this sense, video conferencing in student agency improves the dynamics of student agency by ensuring that students find the best times and tools for taking the initiative. The use of video conferencing to ask questions about the learning materials is a measure to improve control abilities and increase motivation to learn and understand. Further, video conferencing is a tool used by students to improve response to activities such as participation in class from the comfort of their location, use learning materials to enhance understanding by being outside the four walls of a classroom setting, and discuss with other students on aspects of learning materials. Thus, video conferencing is justified as an initiative to improve student agency and as a precursor activity in e-learning.
Dynamics of Student Agency
This writer agrees with video conferencing in aspects of student agency, such as what students bring and offer and what the teacher and community offer students. The attendance of student agency to their beliefs and perception as learners is important as educations seek to improve the student’s knowledge and understanding of learning materials. In this sense, the writer agrees that video conferencing improves student ability and belief by offering seamless learning and comprehension (O’Rourke & Addison, 2017). Further, the writer also agrees with the improvement of student’s personal and social resources pivotal in learning and achieving the objectives of school curricula. This agreement is coupled with the focus on students’ interests, stories, and needs that encompass the student agency. Using video conferencing as a precursor of e-learning activities, the teachers would design learning strategies that aim to address individual student needs, ensure the highest possible level of participation, and improve the student’s access to reliable and valid information key in improving the scope of learning.
Consequently, the writer disagrees with video conferencing in enhancing the richness of social and cultural experiences of the student. Ideally, video conferencing was established to facilitate distance learning and communication between people in different locations. Hence, it removes the need for the socialization of students in the classroom setting. Even though it facilitates the development of other aspects of student agency, it fails to address the student’s social and cultural needs.
Video conferencing involves a live video meeting between two or more people in different places using video-enabled devices and support video technology. It allows several people to meet, communicate, and interact face to face despite the long distance between them. Teachers can use it for current and future students.
Scenario for Concept Utilization
The use of video conferencing can be formed as a concept that allows students to introduce themselves as engaged members of a learning community by preparing presentations and presenting them online. Presentations can be cast on the screen for viewers to read as the students elaborate more about the short points concerning the issue being discussed. In that sense, the listeners and the students get to learn more about a concept. Members of a learning community must be conversant with the latest technologies in their docket. Therefore, video conferencing for presentation is an adequate depiction of students who are part of a learning community.
Conclusion
References
Correia, A.-P., Liu, C., & Xu, F. (2020). Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41(4), 429-452.
Klemenčič, M. (2015). What is student agency? An ontological exploration in the context of research on student engagement. Student engagement in Europe: Society, higher education and student governance., 11-29.
Lawson, T., Comber, C., Gage, J., & Cullum‐Hanshaw, A. (2010). Images of the future for education? Videoconferencing: A literature review. Technology, pedagogy, and education, 19(3)., 295-314.
O’Rourke, M., & Addison, P. (2017). What is student agency? EdPartnerships International, 1-6.
Smith, A., & Kennett, K. (2017). Multimodal meaning: Discursive dimensions of e-learning. . In A. Smith, & K. Kennett, e-Learning Ecologies. (pp. 88-117). London: Routlegde.
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