Online Course Needed To Complete Weeks 1–3 Including Discuss

Online Course Needed To Complete Weeks 1 3 Including Discussions And Q

Online course needed to complete weeks 1-3 including discussions and quizzes as well as journal assignments i have added the sylubus and the booking needed for this class WEEK 1 ITEMS NEED TO BE COMPLETED: -REFLECTION JOURNAL -DIALOUGE DISCUSSION QUESTION WEEK 2 ITEMS NEEDED TO BE COMPLETED: -DIALOUGE DISCUSSION QUESTION -QUIZ -JOURNAL -REFLECTION ACTIVITY WEEK 3 ITEMS NEEDED TO BE COMPLETED: -DIALOUGE DISCUSSION QUESTION -QUIZ -JOURNAL

Paper For Above instruction

Participating in an online course that spans the first three weeks requires a structured approach to ensure all assignments are completed efficiently and effectively. This journey involves engaging with various components such as discussions, quizzes, journals, and reflection activities that are designed to deepen understanding and foster active learning.

Week 1 Activities: Establishing Foundations

The initial week focuses on foundational activities that set the tone for the subsequent learning experiences. The reflection journal serves as a mechanism for students to introspectively consider their expectations and initial impressions of the course content and structure. Writing a reflection journal encourages self-assessment and helps students articulate their learning goals.

The dialogue discussion question in Week 1 provides an opportunity for students to engage with peers in meaningful conversations. Participating in this discussion promotes critical thinking, allows for sharing diverse perspectives, and builds a sense of community within the online learning environment.

Week 2 Activities: Deepening Engagement

Building on Week 1, the second week introduces additional layers of learning through the completion of a quiz, a journal entry, and a reflection activity. The quiz assesses comprehension of the material covered so far, ensuring that foundational knowledge is solidified.

The second week's dialogue discussion question continues to foster peer interaction, which is vital for peer-learning and exchange of ideas. Journals in Week 2 provide a space for personal reflection on the topics discussed and learned, while the reflection activity encourages students to critically evaluate their understanding and the significance of the material.

Week 3 Activities: Consolidation and Application

The third week maintains the pattern of engagement with another discussion question, further quizzes, and journal entries. These activities aim to consolidate learning and encourage students to apply the knowledge gained to new contexts.

Consistently participating in these activities across three weeks ensures a comprehensive grasp of the course material. It also prepares students for future coursework or real-world applications by emphasizing reflection, discussion, and assessment as integral parts of the learning process.

Conclusion

Successfully completing the first three weeks of this online course involves disciplined participation in all specified activities—discussions, quizzes, journals, and reflection tasks. These components collectively promote active engagement, self-assessment, peer learning, and critical thinking, which are essential for maximizing the educational benefits of an online learning environment. Staying organized, adhering to deadlines, and actively participating in discussions can greatly enhance the learning experience and contribute to academic success throughout the course.

References

• Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1-2), 5-9.
• Kearsley, G., & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Educational Technology, 39(5), 5-16.
• Anderson, T. (Ed.). (2008). The theory and practice of online learning. Athabasca University Press.
• Moore, M., & Kearsley, G. (2011). Distance education: A systems view of online learning. Cengage Learning.
• Salmon, G. (2013). E-moderating: The key to online teaching and learning. Routledge.
• Bolliger, D. U., & Weseley, T. H. (2020). Engaging students in online learning: Practical approaches. Journal of Online Learning, 34(2), 112-122.
• Smith, R. A., & Ragan, T. J. (2005). Instructional design. John Wiley & Sons.
• Frydenberg, M. (2013). Student engagement and online courses. International Journal of Educational Technology, 7(2), 44-60.
• Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133-148.
• Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in online courses. Online Learning, 22(1), 204-220.