Advanced Research Writing Essay Example for Free

Advanced Research Writing EssayThe number of online development, specifically relating to teaching musical composition in a distant learning environs was covered by professor Kate Kiefer. Kiefer is a prof and Writing Integration Coordinator at Colorado State University. She has a PH.D in rhetoric from Carnegie Mellon University and has written numerous published articles, including three textbooks. In the book Brave New Classrooms, Professor Kiefer writes a chapter titled, Do Students nod off More Than They Gain In Online Classrooms? Professor Kiefer tackles the difficult questions of just how such(prenominal) are disciples getting out of online writing coteriees. What is the goal of an online assimilator? Kiefer clearly has an wall socket with distance education and voices her opinion of its inferiority to a schoolroom environment. Her numerous assertions of distance learning students not getting the effected education experience must be taken for what it is, an in structors point of view and not a students. Online education is becoming more prevalent every day, because not everyone has the time or funding to get to and from a college campus.This method should be embraced by instructors and not talked down on, simply because thither is no other option for so some(prenominal). Professor Kiefer wholeheartedly states in her article, that she believes taking an online writing class is inferior to a tralatitious structured classroom environment. She states that she is not in the majority on this issue, notwithstanding she speaks of the many difficulties that face a student and instructor online. One of Professor Kiefers most adamant points against online writing classes is the true lack of interaction a student can puddle. She talks of how so many online classrooms break students who do not participate and do only what is needed to pass the class. Kiefer suggests that on-line classes are lots full of students who are looking to check a box a nd get that next check mark, which forget take them to finish line and a degree. She also states how not having peer to peer interaction robs the online student of so much valuable education. In a writing class it is pivotal she states to boast your first matestudents peer review your work and not just have the teacher looking at your assignment.She covers the issue of how universities are trying to add more and more students online, because when it all boils down to it, money is what they are after. Professor Kiefer goes over a few ideas of how to make an online writing class better, such as requiring participation in discussions, but eventually she feels that online instruction in writing classes, leave the student short of what a teacher would like them to learn in a class. Professor Kiefer is very adamant on the loss of personalized interaction in online writing classes and how it diminishes the importance of personal interaction, which to some extent is very true. In a rece nt article published by the Journal of Asynchronous Learning Networks, documenting over 125 traditional face to face classes, it found very strong support for the existence of a community of interrogative that is shared within each class section. (Fernandes, Oct 2013)While It may be almost impossible to mother the same type of peer to peer interaction in a distance learning form compared to a traditional classroom, the adopt does not take into account that many online students have a net income of support they are able to bounce ideas off of. While the journal study names student networking as a weakness to online classrooms, it does not really mention the fact that many physical classroom environments have students that do not want to participate. Professor Kiefer also addresses the high dropout aim of online students. This makes me wonder if the dropout rate is due to non-flexibility within the school offering the classes of if it is students just not taking it seriously. A recent study published in Journal of Asynchronous Learning Networks by the Dean of Online Education at Dallas Baptist University note that their university offers thirty-four online degree programs and Dallas Baptist University has maintained a 92% course completion rate (Shelton, Oct 2009).I would have liked to have seen professor Kiefer give the standard dropout rate of traditional classroom students at a university. It is very possible that online education is still in such an evolving state, that there are many antithetic factors leading to a high dropout rate. Many schools have not properly trained their faculty in correctly dealing with online education, while some of it is definitely the daily lives of online students that get it in the way. Professor Kiefer makes many valid points on her topics, however the reasonsshe gives regarding why students take online courses, are the exact reasons they must continue. People with jobs and twoscore hour work week cant take time out to drive to the university every day.Online classes have been going for a number of years now, but it is still in its infancy compared to classroom instruction. there are still so many ideas created each day that can make this learning environment better. Professor Kiefer makes a good argument regarding the negative impacts of online writing classes, but the reason we have online classes to expire with are why they cant stop. The goals of online students are the same as other students, they want to better their lives and that educate themselves. That lifeline cannot be taken away, because there are doubts about its effectiveness. It is up to everyone to keep reservation strides and improving the experience of online education.BibliographyFernandes, B. R. (Oct 2013). Measuring the Community in Online Classes. Journal of Asynchronous Learning Networks, 17(3), pp 115-136. Kiefer, K. (2007). Do Students Lose More than They Gain in Online Writing Classes? In Brave New Classrooms. (Vo l. 37, pp. 141-151). New York, NY Peter Lang USA. Shelton, K. (Oct 2009). Does squiffy Faculty Support Equal Consistent Course Completion? It Has for Dallas Baptist University. Journal of Asynchronous Learning Networks, 13(3), pp 63-66.