Importance of Class Size in Online and Offline Courses

This article discusses the importance of class size in online and offline courses. It highlights the impact of class size on note reading, writing, and collaborative discourse. It also emphasizes the benefits of face-to-face courses and the need for optimum class size for quality education in online courses.

Running head: READING AND WRITING PROCESS
READING AND WRITING PROCESS
Phuong Phan
CAEX-6060G-2
Dr. TAMMY TRUCKS-BORDEAUX
06/10/2018

READING AND WRITING PROCESS 1
“Class size is a major factor that affects the note reading and writing loads in online
classes” (Qiu, Hewitt & Brett, 2012). Through this statement, the overall importance of
class size can understand in order to develop the in-depth idea about the points of the
argument about the difference between impacts of number of audiences for online and
offline class. Analysis is a critical understanding of any reading can be limited when the
class size is so small where the students do not have enough interpretation power to
embrace the content. At the same time, small class size also helps to implement the
individual guidance and to have better in depth discussion of the topic. With the help of
this statement, the importance of class size can be understood in order to develop the in-depth
idea regarding the difference between impacts of number of audience for online as well as offline
class. Analysis can be described as a detailed examination of various structure or elements of
something. In case of small class size, students get enough power to interpret among themselves
in order to embrace the content. Along with this small class size helps in providing individual
guidance. Individual guidance helps the week students. This as a result helps in in-depth
discussion of a particular topic.
“In face-to-face courses, students learn by attending class, listening to the
instructors lectures and participating in discussions with classmates”(Qiu, Hewitt &
Brett, 2012). This statement emphasises the purpose of the face-to-face course in order
to interpret the context of class. Face to face, course is the a steady platform in which
the whole class can contribute by sharing ideas integrated within the context. Reading
interaction and expression from classmates and educators is the basic pillar of the face-
to-face course that should be considered as the very beginning of any critical reading

READING AND WRITING PROCESS 2
and as well as understanding process. Face to face, courses are very beneficial for
students, some of them include networking, engagement as well as focus, discussion
and adaptability. These factors would help the participants in various ways (Freitas,
Morgan and Gibson, 2015). Face to face course improves communication as well, this
as a result decreases miscommunication.
“Studies of class size for online courses should examine the optimum class size
for quality education” (Qiu, Hewitt & Brett, 2012). Through this statement, the proper
practice for online education can be understood with logical explanation. Optimum class
size emphasises the reasonably large class size of the class that allows meaningful
conversation of the context to develop the conclusion, without causing the loss of
connection and information integrity within the studying group. In order to maintain an
effective online course some factors need to be kept in mind, these factors include
practicing strategies of proactive course management (Bowers and Kumar, 2015).
Online courses can be made effective by monitoring assignment completion and
submission by the participants, communicating with participants regarding the upcoming
or missed deadlines. Another factor is response requested as well as expected. A
timely feedback regarding the instructor is very necessary. This helps them in managing
their experience from the course. The instructors are requested to respond to the
inquires of participants as early as possible (Bowers and Kumar, 2015). Quality is the
most important factor for effectiveness of the online courses. Instructors require
establishing better strategies in order to address the quality of the online course
including content resources, system performance and many more.

READING AND WRITING PROCESS 3
I would submit the final draft of the evaluative essay for CAEX 6060: Graduate
writing II within the date 07/16/2018. I would complete the final proofreading, revision
and editing of the essay within 07/20/2018.
Thank you

READING AND WRITING PROCESS 4
Reference:
Qiu, M., Hewitt, J., & Brett, C. (2012). Online class size, note reading, note writing and
collaborative discourse. International Journal of Computer-Supported
Collaborative Learning, 7(3), 423-442., doi:10.1007/s1412-012-9151-2
de Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and
teaching in higher education? Engagement and course retention in online
learning provision. British Journal of Educational Technology, 46(3), 455-471.
Bowers, J., & Kumar, P. (2015). Students' perceptions of teaching and social presence:
A comparative analysis of face-to-face and online learning
environments. International Journal of Web-Based Learning and Teaching
Technologies (IJWLTT), 10(1), 27-44.