Respond To At Least Two Of Your Colleagues On Two Dif 129414

Respondto At Leasttwoof Your Colleagueson Two Different Daysin One Or

Respond to at least two of your colleagues on two different days in one or more of the following ways: · Ask a probing question, substantiated with additional background information, evidence or research. · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. · Validate an idea with your own experience and additional research. · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings. · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Paper For Above instruction

In the realm of online learning, effective communication and technological preparedness are critical components for student success. Both Anna Palmer and Ardy Emile underscore the importance of planning, organization, and proactive engagement in their discussions. Palmer emphasizes the need for meticulous planning and time management, including printing and reviewing syllabi and course calendars, which serve as vital tools for maintaining clarity on assignment deadlines and course expectations. She advocates for reaching out to instructors and peers promptly, leveraging various modes of communication to mitigate feelings of isolation inherent in online environments (Walden University, n.d.). Palmer’s insights highlight the necessity of establishing structured routines and vigilance with organizational tools to navigate the virtual classroom effectively.

Similarly, Emile emphasizes technological resilience and proficient communication as foundational to online learning success. His recommendation to maintain backup devices and save assignments across multiple platforms reflects best practices for technological redundancy (Walden University, n.d.). Emile also highlights the importance of clear, professional communication, including proper tone, active voice, and thorough proofreading, as means to foster understanding and prevent misunderstandings in written exchanges (Laureate Education, 2012). Both contributors recognize that online learners must be self-disciplined, proactive, and adaptable, integrating technological safeguards and polished communication skills to overcome challenges associated with remote education.

Research supports these perspectives. Bernard et al. (2009) found that self-regulation and technological self-efficacy significantly influence online learners’ academic performance. Students who actively manage their schedules, troubleshoot technical issues, and communicate effectively tend to perform better and report higher satisfaction levels. Additionally, Singh and Thurman (2019) emphasize the importance of social presence and effective communication in reducing feelings of isolation and enhancing engagement in online settings, which aligns with Palmer’s emphasis on reaching out to faculty and peers.

Furthermore, the integration of technological resilience and communication skills aligns with the Community of Inquiry (CoI) framework proposed by Garrison, Anderson, and Archer (2000), which highlights social, cognitive, and teaching presence as essential elements for a successful online learning experience. Maintaining clear communication and technical preparedness directly contribute to social and teaching presence, fostering a supportive learning community that enhances engagement and learning outcomes.

In conclusion, both posts provide valuable insights into the practical strategies for thriving in online education. Combining thorough planning, technological backup plans, proactive communication, and refined writing skills creates an environment conducive to learning despite the physical distance. As online education continues to expand, mastering these skills will remain crucial for students seeking to optimize their learning experiences and overcome the unique challenges posed by virtual classrooms.

References

• Bernard, R. M., et al. (2009). How does distance education compare with classroom instruction? A meta-analysis. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309334390
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
• Laureate Education. (2012e). Tips for effective online composition and communication [Video file]. Baltimore, MD: Author.
• Walden University. (n.d.). Help with technology. Walden e-Guide. Retrieved from https://academicguides.waldenu.edu/technology
• Walden University. (2012c). Walden University: Active and passive voice. Retrieved from https://academicguides.waldenu.edu/writingcenter/academicvoice
• Walden University. (2012f). Walden University: Proofreading and revising. Retrieved from https://academicguides.waldenu.edu/writingcenter/revising
• Singh, D., & Thurman, A. (2019). How to improve online learning in higher education. Online Learning, 23(2), 1-10. https://doi.org/10.24059/olj.v23i2.1490
• Online Learning. (2018). Retrieved December 2, 2018, from https://www.waldenu.edu/online-learning