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TASK 3: What do Online Students Prefer? - Coggle Diagram
TASK 3: What do Online Students Prefer?
Context for the Study.
learning styles suggest that teachers need to use a variety of method in order to reach all students.
students learn about the multiple intelligence, constructivist learning, and ways to reach all learners
Literature Survey
These areas and online classes have had a positive impact on computer skills,
Student satisfaction in online environments because the learner-center activities, instructor support, and active learning strategies that establish the relevancy of the content,
Students found ways to add through the use of emotions to written work through the use of smiley faces and other symbols.
Students have found a way, through the use of emoticon to simulate-communication found in face to face classes.
Methods
the course explored the structure of the elementary school curriculum while emphasizing philosophy, policy, design, implementation and assessment of school curriculum.
data were analyzed per question based on emerging themes using the following four phase process: coding the data;developing themes from data; defining theme based on the findings; and connecting and interesting themes.
Result and Discussion
Independent Preferences.
students response indicated a shared level of comfort with these strategies.
other students referred to the independent strategies as most preferred in large part due to the convenience and ease of being able to work of one's own commented.
grades also became a factor.
Group Preferences.
same students reported success in sharing ideas with group online
some students found success in these modules due to the fact that they viewed themselves as a contributing member of the group.
Technological Preference
students seemed to recognize the importance of incorporating technology and varying instruction technological strategies into teaching but did not prefer participating in these modes of instruction.
majority of students preferred the independent modules of instruction which seemed most convenient, comfortable, and easy to complete, students repeatedly stated in the student reflections that the overall varying modules reinforced the concept of difference instruction in a classroom.