This article discusses the importance of communication for student success in online classes. The researchers analyzed an online course over 8 weeks, looking at how student demographics, location, and maturity impacted communication and activity. They found that courses with discussion forums promoted more interaction between students and the instructor, facilitating higher-level thinking. Developing rapport and providing substantive responses were also important. A lack of communication resulted in poorer performance and less successful course completion. The article concludes proactive communication is essential for students to fully participate and succeed in online modules.

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UNV-501: ARTICLE SUMMARY Read-only participants: a case for
student communication in online classes
Lavelle Figueroa
Grand Canyon University

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Title: UNV-5: Article Summary
This is a summary of the article titled “Read-only participants: a case for student
communication in online classes” argues that the value of communication in online modules and
the purpose of the success a scholar experiences when they pass an online module.
The main purpose of this article is find explanations, to some interests mentioned
beforehand, the researchers conducted an eight week analysis of scholars of an online module.
This analysis integrated the following strategy to observe online communication and classroom
activity amongst scholar’s cultural diversity, geographical location and maturity both are the
most important primary causal dynamics.
Furthermore, the substantial data gathered by Nagel et al (2009) in their research
describe the potential consequences of success and failures were documented. Therefore, a
successful completion of a online module they concluded the following: foremost, modules that
had discussion forums allows a scholarly proactive interaction with fellow scholars and the
professor. Subsequently, this type of module facilitates and /or enriches the online learning
environment of the scholars by generating queries and replies (e.g., in the form of posts,
assignments, etc) of high critical thinking skills. Furthermore, the third aspect we must consider
when improving communication on our online module forums to enhance the online
environment is creating rapport as well as wholesome interaction. Last but not least important of
all, is the supportive and wholesome interaction with the instructor that is enhanced within the
online environment provided substantial responses to the inquiries formulated by the instructor
and fellow scholars with substantive answers. Finally, the lack of communication within the
online module experience will result in serious repercussions, toward successful completion of
the module.
Last but not least important, the researchers also concluded that a scholar does not
successfully achieve their goal; of completing their module due to the lack of communication
amongst both scholars and the instructor greatly impact our overall performance. The aim of this

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article is the responsibility of proactive communication and rapport within the online module
environment like described in the article written by Nagel et al (2009) titled “read-only student”.
This kind of learner decides no proactively contribute to the online modules (e.g. discussion
forums, teamwork, individual assignments as well as quizzes). For instance, this type of learner,
only borrows the almost the same point of view of their fellow scholars and instructor without
quoting their respective responses or reactions or restraining their responses. Finally, the causal
elements of this unhealthy attitude are “procrastination, isolation, and/or unfamiliarity with
technology” (Nagel et al., 2009).
Briefly this research has concluded that proactive communication is a crucial element to
successfully complete an online module. As a result, not participating proactively on the online
module makes them read-only scholars.

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Bibliography
Nagel, L. L., Blignaut, A. S., & Cronjé, J. C. (2009). Read-only participants: a case for student
communication in online classes. Interactive Learning Environments, 17(1), 37-51.
doi:10.1080/10494820701501028