Improving Learning Through Discussions in the Online Classroom

The article provided discusses the various ways through which the act of learning through discussions as it happens in most institutions today could be improved through online learning. The uncontrolled growth in the online learning system as it is in the current world calls for better means of ensuring the online learners receive the same quality of education as it is for the classroom students (Johnson, 2015). The article has also provided a research in which the matter was examined. There are various proposals put across by this section. The plans are discussed in details to prove their capability in improving the online learning through discussions as it is in the classroom learning system. Some of the issues mentioned include the face to face confrontations as it happens in classrooms, the class power, and construction of knowledge, knowledge artifacts and the use of technology in classrooms (Johnson, 2015). The following essay is, therefore, a critique of the views provided by the article.

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In online learning discussions as suggested by the author of the article, it would be impossible to attain a face to face confrontation. The face to face encounter, as it is in classroom discussions, is an effective way of learning that should be adopted for better learning outcomes (Johnson, 2015). As the article puts it, it would not be possible to acquire face to face confrontations in online learning as the students are in various locations. The meeting through the internet would not be adequate to ascertain a facial battle between the learners and their tutors (Johnson, 2015). It is, therefore, not realistic just as suggested by the article to engage the online students into a face to face discussion or confrontation as it is in classroom learning.

The power of classroom learning and the creation of knowledge as it often happens in classrooms is another concern discussed through the article. The author of this section argues that the power generated while in a class and the constant creation of knowledge could be translated into the online learning set (Johnson, 2015). Concerning this view as presented by the article, I would dispute it. There are minimal chances that a classroom where tutors and students meet physically would be compared to an internet site where the learners and their teachers meet virtually (Johnson, 2015). In the physical presence of the faculty and students, learning becomes easier as there are the visual interpretations and explanations that would be translated to make more sense to the students.

Other issues as raised in the article involve the use of technology in the classroom, the method of research and analysis of the outcomes. On the article, the introduction of technology in the classroom would make it possible to hold discussions within classes (Johnson, 2015). The presentation of technology into the online classes to enable class discussions is logical and would enhance the online learning. The research method used however does not look appealing and capable of satisfying the intentions of the investigation. The study was involved examination of seven classes concerning the effectiveness and modes of discussions (Johnson, 2015). This research method seems irrelevant to the topic being studied. The online learning upon which the discussions as in classrooms are to be introduced has not been examined, but the class where the method has been successful was considered. Otherwise, this article is helpful as there are some cases upon which the research concerning the introduction of discussions in online learning would be successful.

Reference

Cass M. Johnson, (2015). Rethinking online discourse: Improving learning through discussions in the online classroom. Business Media New York