and_Communicating_Online_Assessment_Three_Reflective_Essay
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COM10003 Learning and Communicating Online
Assessment 3
COM10003: Learning and Communicating Online
Assignment three
Due date: 9am Friday the 13
th
of February 2015
eLA: Ronnie Chern
1
COM10003 Learning and Communicating Online
Assessment 3
I have always considered myself to be quite academically minded. That was until I
commenced tertiary studies. Throughout this essay I will be reflecting upon my
experiences and learning over the course of this unit. Learning online has opened my
eyes to the wealth of sources and information available to students over a range of all
disciplines. During my coursework, I have been able to experience and participate in
collaborative learning, and have identify both benefits and limitations of such learning.
While supporting me in developing my knowledge of the importance of credibility and
reliability in relation online sources, which is crucial to academic success.
Tertiary studies have opened my eyes to the importance of having access to a range of
readily available online sources. Prior to commencing online education, I was aware
that all teaching and learning would occur in the online classroom. However, I was not
prepared for the unprecedented wealth of sources available to assist me. Due to the
sheer amount of resources, it was imperative upon commencement of this unit, that we
identified our personal role within the online world, in order to achieve success.
During week one, we were asked to discuss what type of social media user we believed
we were. I found that my social media user style was consistent with three of the six of
Von Brockdorff’s (2010) types of social media users. I identified with characteristics
of the collector, the joiner and spectator. The collector, according to Von Brockdorff
(2010), accumulates a variety of informational resources, images, videos and blogs, for
either personal or professional use. As discussed within the discussion board, as a part
of my job description, I am to assist educators in the furthering of their skills and
knowledge in relation to the education and care industry. It is because of this, I spend a
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COM10003 Learning and Communicating Online
Assessment 3
great deal of time searching the web for “relevant information on training, and further
learning opportunities for both educators and children” (Williams, 2014, DB).
The joiner maintains multiple profiles within various types of social media. Including
but is not limited to, such networking sites as Facebook, Snapchat and Twitter. I
identified with this user type, as I too manage a number of social networking sites. This
includes both my personal and work Facebook accounts, Instagram, Pintrest, Snapchat
and a G8 Education specific social media account (jigsaw). While the spectator, though
they use a variety of social media, and collect a range of informational resources, they
do not actively involve themselves in discussions on blogs or videos, or publicly share
ideas (Von Brockdorff, 2010). My online social media use was consistent with this
style. Though I enjoy reading and using a variety of different resources, I did not
actively contribute to conversations.
However, tertiary study has enabled my transition from the spectator, to the Critic.
This is demonstrated through my ability to initiate conversations and discussions, and
make comments and critique videos, podcasts and other forms of social media
(Turner., Ireland., Krenus., and Pointon, 2010). This in turn, instils a deeper approach
to learning, and was demonstrated throughout my collaborative work during
assessment two.
Collaborative learning in online study groups is becoming the instructional approach
of choice. Research has demonstrated that learning tends to be most effective through
collaboration, as participants are able to express thoughts, discuss and challenge ideas,
3
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COM10003 Learning and Communicating Online
Assessment 3
and work together to solve problems (Chiong, and Jovanovic, 2012). This socially
orientated approach to learning was established from contemporary learning theories,
primarily social constructivism, ‘fathered’ by Lev Vygotsky (1896-1934) (Chiong, and
Jovanovic, 2012).
Lev Vygotsky believed that humans learn best through active participation, while
placing emphasis on the construction of knowledge within a social context (Collins,
2012). Such collaborative experiences ensure students “develop critical thinking skills,
skills of self-reflection, and the co-construction of knowledge and meaning” (Chiong,
and Jovanovic, 2012). Throughout assessment two, I found my andrgogical approach
to learning is consistent with that of Lev Vygotsky. I have discovered that through
consistent and constructive communication, I am able to flourish. By engaging in
discussions in which offer a variety of opinions and ideas, I am able to challenge and
construct a greater understanding of the information. Yet, throughout this process I
found that the communication was not always consistent, and at times, this effected my
positivity towards online collaborative learning. However, this was rectified by the
implementation of effective time management.
I believed that the ability to implement effective time management strategies within
collaborative online projects, is a crucial asset. This was due to the belief that effective
time management can enhance overall efficiency and improve productivity (What are
the benefits of time management, 2013). Another benefit I identified within online
collaborative work, was the instantaneous feedback provided by peers. According to
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COM10003 Learning and Communicating Online
Assessment 3
Malcolm Knowles (1990), feedback can improve morale, reduce confusion in regards
to expectations and requirements, while ensuring that each participant is displaying the
same level of standards in relation to credibility and reliability of sources. This in turn
ensures a level of consistency throughout assessments.
It is important to note that not all information is created equal. Therefore, tertiary
students need to approach information and resources critically, in order to evaluate
information, and identify its credibility and reliability. This in turn will ensure quality
research and academic success (Grellier., and Goerke., 2010)
.
Throughout my
secondary schooling, I developed sound strategies for identifying appropriate
resources. I was aware of the significance of an in-depth search for information, rather
than using the first web link to show up in google. As well as the importance of
providing bibliographies to showing where your research comes from, defusing
possible skepticism. However, this unit has refined my search strategies, and enabled
me to evaluate sources and information and reference them appropriately. This was
obtained through the introduction to Metzger and familiarising myself with her table of
credibility (2007).
According to Metzger, credibility in relation to online information refers to the
believability of the information itself, or the sources contributing to the information
provided (2007). Such credibility is a multifaceted concept, in which considers the
sources expertise and trustworthiness (Turner., Ireland., Krenus., and Pointon, 2010).
I have developed the necessary skills to critically analyse selected resources, and
determine their reliability and relevance in relation to my field of study. The credibility
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COM10003 Learning and Communicating Online
Assessment 3
of a source is important within any learning discipline, as it ensures that the
information you are providing is authentic, unbiased and prevents plagiarism. This
unauthenticity can be observed within content found on popular websites such as
Wikipedia. Though this encyclopaedia offers an abundance of information, it is written
by unknown authors. Therefore, it lacks authenticity, leading us to believe that the
information provided may be unsubstantiated, inconsistent and in some cases
inaccurate (Stevens, 2012). By using information provided from an untrustworthy
source such as this, you are disadvantaging your potential for success, and placing your
academic education in jeopardy.
Overall, this unit has provided me with invaluable knowledge in relation to the
unprecedented number of online sources available to assist me in my academic
journey, and the roles in which individuals play in the online world. While having
identified that my social media style is consistent with three of the six suggested by
Von Brockdorff (2010). This unit has shown me the benefits and limitations of online
collaboration, and enabled me to identify my own andragogical learning style. Along
with the necessary skills to identify both advantages and disadvantages of sites and
recognise their reliability. While supporting me in development of my knowledge of
the importance of a credible source. I would recommend this course to any first year
tertiary students.
6
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COM10003 Learning and Communicating Online
Assessment 3
References
Anonymous (2013, 15 March).
What are benefits of time management
. (article)
Retrieved from
http://www.unjlc.org/benefits-time-management.html
Chiong, R., and Jovanovic, J (2012).
Collaborative Learning in Online Study Groups:
An Evolutionary Game Theory Perspective.
(journal).
Retrieved from http://eblib.com
Collins, A (2012).
Contemporary security studies
. Retrieved from
http://eblib.com
Grellier, J., and Goerke, V (2010
). Communication Skills Toolkit: Unlocking the
Secrets of Tertiary Studies.
(Second edition). Cengage Learning Australia Pty
Limited
He, D., Wu, D., Yue, Z., Fu, A., and Vo, K.T (2012).
“Undergraduate students’
interaction with online information resources in their academic tasks”,
Aslib Proceedings (journal). Retrieved from
http://www.emeraldinsight.com/doi/abs/10.1108/00012531211281715
Knoles, M (1990). The Adult Learner: a neglected species. Houston: Gulf Publishing
7
COM10003 Learning and Communicating Online
Assessment 3
Metzger, M (2007)
Making sense of Credibility on the Web: Models for Evaluating
Online Information and Recommendations for Future Research
. (article)
Retrieved from
http://eblib.com
Stevens, C (2012 April 25).
Why You Shouldn’t Use Wikipedia for Research
.
(article). Retrieved from http://onlinelearningtips.com/2012/04/25/why-you-
shouldnt-use-wikipedia-for-research/
Turner. K., Ireland, L., Krenus, B., and Pointon, L (2010).
Essential Academic Skills
.
(Revised edition). Australia: Oxford University Press
Von Brockdorff, M. (2010).
The 6 different types of social media users – which one
are you?
Retrieved from
http://www.webgeekly.com/lessons/social-
media/the-6-different-types-of-social-media-users-which-one-are-you/
Williasm, B (2015)
Discussion Board Collaboration: How Social are you – How are
you social?
(discussion). Retrieved from http://swinbunreonline.edu.au
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