In the paper “Do Students lose more than they gain in online writing classes?” the author analyzes the article by Kate Kiefer, which depicts the persistent debate among scholars who support the traditional writing and those that support the modern online writing pattern…
In the chapter text, Keifer writes, “questions about the efficacy of online education have been ignored in the face of pressures” (Keifer, 2007, p. 142). I am in agreement with the author’s statement that the schools, confronted by rising intake of students and governmental pressure, have been under pressure to embrace online learning. However, such efforts, to provide alternative models of learning, should be guided by efficiency and not by the current boom in student populations. Globally, few learning institutions with online learning programs have integrated efficiency of content delivery in their e-learning approach. Kiefer identified three deficits in the online writing system that makes it a less desirable learning platform. One of these deficits is the nature of the classroom software. It feels that the author has overly criticized the role of software in a classroom. A good quote is, “We have all had moments when we question why technology, especially software seems to distract energy away from the focus of our work as writers and teachers” (Keifer, 2007, p. 148). The author sees that technology disguises the interest of students in coursework and that through an online platform; students can pretend to be engaged in the learning process. Kiefer also critiques software used in online writing, citing that such software is not developed with the writing teachers in mind and does not provide for interaction between the students. While this may have been true when the article was written. ...
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I have had the privilege to have my teaching practice at the East Doncaster Secondary College for four weeks. It is an impressive educational institution catering to a multicultural population of students. There are “over 43 nationalities represented and a third of the student population speaking a language other than English a home” (from school website).
Name Professor Course Date Key words: student, online classes, online learning, traditional education Why more and more students are taking online classes? Introduction Initially, the mode of learning entailed physical interaction between the instructors and their students.
The colleges lose first-year non-major science students prior to completing their first science course within their core in their first year. Fike et al. (2008) dealt with the problem of student retention in community colleges. The magnitude of the problem will be comprehended by the ACT (2007) recommendations that higher education institutions should concentrate on success of the students and work on the predictors of retention of students.
2007, community college life science courses had an attrition rate of 63%, earth science courses 48%, physical science 43%, general science 65%, and integrated science 27%. The colleges lose first-year non-major science students prior to completing their first science course
ke at least one online classed whereas the rate of enrolment for online classed has also increased by 13% this year whereas the experts predict further increase in this rate over the last few years. These statistics unveiled that the students considerably prefer to take online
Kiefer’s argument is largely critical of the features of online classroom, the attitudes, and expectations of online students. The argument falls a little short of being a well-balanced one as the topic
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