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Abstract
I have often wondered how one goes about manipulating all that technology. The management
of knowledge is critical to the teacher in the 21
st
century. It is against this backdrop I decided
to explore Web2.0 tools. Online learning is quickly becoming the inexpensive way for learners
to access education outside the physical boundaries of a classroom space. We need to provide
learners with every opportunity of accessing information in this digital age. Though it may
seem impersonal and requires a burning desire for knowledge and success, the resilience of the
learner is put to the test as they make choices that are relevant and desirable in the careers they
have chosen to pursue in todays global environment. This paper discusses the steps that
would be taken to decrease dropouts in an online classroom as well as my experience with my
learning team last week.



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My Experience
Dependant on the task required, working in groups can be quite challenging. This time
around I decided not to place myself in a group and allow the team leaders to place me where
ever they saw fit. I was placed in group C. From the onset it felt like we were ready for business.
One person rallied the group and the collaboration process began. It was very apparent that we
all had something to share and were eager to delve into the world of Web 2.0.
I managed to complete my task within the deadline that was suggested by one of the
group members and forwarded it for compilation. This was somewhat arduous, when placed in
context with my workload at school and my sporting activities. However, I was determined to
find the time to do it, as I had made a commitment to myself using this opportunity to further my
education in the field of technology integration in education.
I had to prioritize and develop a mental checklist of the tasks that needed reviewing and
completion. Feedback from group members was timely and encouraging. Maneuvering on the
portal was still somewhat of a challenge as I had difficulty accessing the course since I was
barred from the English version. The discussion board always took longer to find as I was not
accustomed to the layout. Eventually I got the hang of it and communicating with persons now is
almost like a Facebook platform.
The Role of the Teacher is a topic that will be constantly under revision. Reading the
various angles on which the educators approached this topic on the portal had me to rethink my
position at my school. After reading each post one phrase resonated in my mind. The role of the
teacher is the driver, I thought. We drive our students to experiences. We drive them to create,
collaborate and innovate.
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One can feel the passion that teachers have for their classes when they list their
challenges and their constant quest for a solution. This made me realize how privileged I am at
my school and I should be more appreciative of the strides we have made in the integration of
Information Communication Technology. I enjoyed the way the three topics were laid out as it
pulled us in various directions which eventually connected to our pedagogical practices in a
technology classroom. I have enjoyed my participation in this course thus far as it keeps me
focused and already has me planning for the upcoming academic year.
Steps To Be Taken To Decrease Online Dropouts
Decreasing the student dropout rate in online classes is a challenge all eTutors encounter daily.
According to Rick Reisreis in the article Tomorrow's Teaching and Learning Concerns for
Online Student Retention published in Tomorrows Professor eNewsletter he stated that among
the reasons for student dropout are feelings of isolation, frustration, and disconnection;
technology disruption; student failure to make contact with faculty; inadequate contact with
students by faculty; lack of student and technology support; lack of instructor participation
during class discussion; lack of clarity in instructional direction or expectation; and lack of
social interaction.
To overcome the challenges mentioned above support must be provided for all students. Contact
can be either proactive or reactive (Simpson, 2004). The student must feel that there is support at
their fingertips. The eTutor must anticipate the issues that students may possibly face and
provide contingency measures to counteract them before they occur. They must constantly
engage students in an attempt to assess the levels of participation and motivation. This too has to
be balanced, as online students usually enroll in courses as a part-time activity and should not
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feel as if they are being harassed by their eTutors. eTutors must show genuine care and support
in the initiative that students take to improve their careers.
A learner centred approach to learning should be adopted. The lines of communication should be
established very early. The learner-centered approach demands more active forms of classroom
instruction that engage the student in the process of learning and that rely on student input for
shaping instructional objectives (Diaz & Bontenbal, 2001, Learning Theory section, 4). A
simple task such as posting your introduction and encouraging students to post theirs allows
participants to learn more about each other and formulate a comfortable version of their
colleagues as well as their eTutor.
Creating groups and assigning group projects ensures the formation of learning communities that
may help students overcome the feeling of isolation and disconnect. Students who participate in
this process feel a sense of commitment and community thus reducing the likelihood of dropping
out.
Communication and feedback are essential to students especially during assessment periods. All
students regardless of their mode of learning cherish the feedback from their facilitators, with the
various technological tools and global connectivity. Feedback is given in real time. This would
encourage students to complete assessments knowing that the facilitator is supportive of their
efforts. Online learning is the paradigm shift in education.



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References
http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/enewsletter.php?msgno=1322
Abel, R. (2005). Achieving success in Internet-supported learning in higher education: Case
studies illuminate success factors, challenges, and future directions. Lake Mary, FL: The
Alliance for Higher Education Competitiveness, Inc. Retrieved from
http://www.msmc.la.edu/include/learning_resources/online_course_environment/A-
HEC_IsL0205.pdf.
Carr, S. (2000). As distance education comes of age, the challenge is keeping the students.
Chronicle of Higher Education, A39. Retrieved from
http://chronicle.com/weekly/v46/i23/23a00101.htm.
Angelino Lorraine M, Williams Frankie Keels, Natvig Deborah, (July 2007). Strategies to
Engage Online Students and Reduce Attrition Rates - The Journal of Educators Online,
Volume 4, Number 2,