Adding Structure and Transitions

This article examines the impact of class size and properties of online classes on learning strategies. It suggests finding the optimum solution to improve and sustain the quality of education. The article cites Qiu, Hewitt & Brett (2012) and discusses the relevance of face-to-face learning in online education. It also suggests strategies to manage a larger number of students without disrupting the quality of teaching techniques.

Running head: ADDING STRUCTURE AND TRANSITIONS
ADDING STRUCTURE AND TRANSITIONS
Phuong Phan
CAEX-6060G-2
Dr. TAMMY TRUCKS-BORDEAUX
Date

ADDING STRUCTURE AND TRANSITIONS
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Main Idea: Class size is the most essential factor that regulates the acceptance
and communication level within the educational environment for online platform.
Evidence: As opined by Qiu, Hewitt & Brett (2012), class size can affect the ‘note
reading and writing loads in online classes’, which reflects the basic concept of
dependency between class size and learning method. It is further added that number of
students more than ‘18 or 20’ is considered as overpopulated. In this type of situation,
the students cannot really on the in-depth understanding of the courses, which is being
taught. Analysis:, sometimes the larger number of the students reduces the tendency to
be attached with the main topic of the learning session or the information that needed to
be noted down. In modern internationalized education system the dependency on online
course is increasing where this type of dilemmas are often found as unaddressed. Lead
out: Therefore, in order to resolve this issue and make the online learning process as
the most effective way to overcome barriers in distance learning examining the present
limitations and dilemmas is chiefly essential.
Main Idea: In face to face or offline learning style students can interact with the
teacher as well as the other classmates more closely. Evidence: According to Qiu,
Hewitt & Brett (2012), “attending class, listening to the instructor’s lectures and
participating in discussions” sometimes successfully handle the situation of larger
student count. Analysis: It is another essential platform of traditional education system
which is also very relevant in this idea of examining the impact of the properties of class
on learning strategies. As discussed earlier online learning style reflects the virtual
implementation of the traditional face to face or online learning and teaching techniques.
Lead out: In context of executing the teaching procedure in the class with greater

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number of student, the offline face to face class offers a stronger platform. This
alternative idea is quite relevant where determining the optimum class size is also
important for online class.
Main idea: In order to find the optimum solution the fundamental properties of
online class have to be examined for improve and sustain the quality of education.
Evidence: As opined by Qiu, Hewitt & Brett (2012), nowadays finding “optimum class
size for quality education” has become the only way out to eliminate the occasional
discrepancies which also reduced the quality of educational standard for online classes.
Along with the face to face class, identification of optimum solution for online classes is
also relevant and essential. Analysis: The major objective is to reduce the interfering
issues while prioritising the quality of teaching. Improvement of online traffic
management and other IT related issues will allow the students to reach their teacher
easily with their queries. It has been found that Methods like the pre-distribution of
rubrics can be used to manage a larger amount of student under a particular course or
study without disrupting the quality of the teaching techniques. Lead out: Moreover, the
online education system has to make many optional strategies so that they can execute
the teaching procedure while maintaining a consistent connection with their students
across the world.

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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