1
Article Summary
Grand Canyon University
UNV 503: Introduction to Graduate Studies in the Liberal Arts
2
Article Summary
Successful online learning depends on active engagement within a peer and facilitator-
supported community. This study of a Master’sz course at the University of Pretoria used a
mixed-methods approach to examine the relationship between online activity, collaboration, and
course success. While quantitative data showed significant performance differences, some
students remained disengaged, frustrating more active participants. “Read-only” students
passively consumed discussions without contributing, while others managed limited access
effectively. High-quality contributions-built trust, while inactivity disrupted the learning
community. To prevent passive participation, strategies include setting clear posting
requirements, grading discussions, providing feedback, rotating group members, and using
alternative communication methods.
, Research Problem and Questions
In the latter half of the course, students completed two group assignments to develop
online collaboration skills. One task involved creating a rubric to score collaborative behavior,
factoring in discussion participation, peer support, and advice sharing. This collaboration score
contributed 10% to the year mark, while the remaining 90% came from research postings, web
artifacts, peer reviews, and collaborative assessments. Final grades also included reflective
essays to assess writing skills. Unlike Davies and Graff (2005), success was measured by the
ongoing year mark, reflecting a broader range of mastery and application, rather than the final
course grade.
Methods
Article Summary
Grand Canyon University
UNV 503: Introduction to Graduate Studies in the Liberal Arts
2
Article Summary
Successful online learning depends on active engagement within a peer and facilitator-
supported community. This study of a Master’sz course at the University of Pretoria used a
mixed-methods approach to examine the relationship between online activity, collaboration, and
course success. While quantitative data showed significant performance differences, some
students remained disengaged, frustrating more active participants. “Read-only” students
passively consumed discussions without contributing, while others managed limited access
effectively. High-quality contributions-built trust, while inactivity disrupted the learning
community. To prevent passive participation, strategies include setting clear posting
requirements, grading discussions, providing feedback, rotating group members, and using
alternative communication methods.
, Research Problem and Questions
In the latter half of the course, students completed two group assignments to develop
online collaboration skills. One task involved creating a rubric to score collaborative behavior,
factoring in discussion participation, peer support, and advice sharing. This collaboration score
contributed 10% to the year mark, while the remaining 90% came from research postings, web
artifacts, peer reviews, and collaborative assessments. Final grades also included reflective
essays to assess writing skills. Unlike Davies and Graff (2005), success was measured by the
ongoing year mark, reflecting a broader range of mastery and application, rather than the final
course grade.
Methods
