AP 2 Correction

Assignment: Getting to Know the Online Learner, Part II
Grouping Information: Your Instructor will post a course announcement that includes the names of people in your assigned group. Once you have this information, find your group members’ inventories in Doc Sharing and follow the instructions below to complete this week’s assignment. Please contact your Instructor if you have not been assigned to a group.
In Week 1, you completed an inventory exploring your preparedness for online learning. You also wrote an analysis paper to examine how those findings might influence your design and teaching strategies in the online learning environment. For this Application, imagine that the people in your assigned group are your new students. Analyze their inventory results to understand better each student’s self-directedness, skill sets, learning styles, and preferences for interaction.
Write a paper that addresses the following:
A summary of your “prospective students” skills, experiences, and preferences
What did you discover about your “prospective students” that may have changed your perspective on how you might teach an online course?
How might you reconcile the differences among the various learning styles, experiences, and preferences your students possess? How will you address these differences in designing and teaching your online course?
When you begin teaching in an actual online learning environment, how will you collect the information you want about your students? How will the information guide your decision making?
(Assignment length: 2-3 pages)
By Day 
Group Member:
Getting to Know the Online Learner

This personal inventory will be based on the digital home inventory.  The case of the self-direction will be made in such that it will have a notification loop (Salmon, 2013). In this case, at specific times the inventory will be reminding one to undertake a given task as expected.  It can be in the form of messaging or a notification alert.
On the case of the learning preference, the inventory will have the capability of having a system where I can select those areas which I will frequently be using (Salmon, 2013). With this all the areas which I need will be in a location. It can be like a folder where this information is stored for easy asses when I need it for use.
When it comes to the study habit, the inventory will need to have a mechanism where it can register the most visited areas. It will be easy to see which areas I am concentrating more as compared to the others (Murphy, 2013). I will have the chance of changing the learning behavior and the habit in the process. It will also be critical in developing the right balance of the course which I will be undertaking.
When it comes to the technology and the computer skills, one thing that will be simple is that the system will create a platform where it can be used in many gadgets.  This means that it can be accessed through the phone or the computer (Bowers, & Kumar, 2015). It means that technology will not be a challenge at the end of the process. Also, ease of access will be a critical consideration at the end of the process to make sure that everything is aligned accordingly.
When designing the online learning site or platform, the following are important components that will need to be considered.  One is having a notification loop which will be sending messages to remind of certain elements. Second is the most visited site capacity which will be vital in making sure that I will be balancing the educational or the course requirements at the end.  The third is a system where one can store information which he or she needs to use on the frequent basis. With this, everything will be easy to follow (Bowers, & Kumar, 2015).  The ease of use will be an important component at the end of the process. In this case, it will ensure that everything is done accordingly and that one can access the site through phone or computer.

References
Bowers, J., & Kumar, P. (2015). Students’ perceptions of teaching and social presence: A comparative analysis of face-to-face and online learning environments. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(1), 27-44.
Murphy, D. (2013). Online learning and teaching with technology: case studies, experience and practice. Routledge.
Salmon, G. (2013). E-tivities: The key to active online learning. Routledge.