Qualitative analysis of online learning/high-critical thinking

This was an interesting article and one that solidified my instincts about teaching and learning. I don't mean to say that I saw the end results of the study coming, but after having taught for 10+ years . . . I kinda saw it coming. This study by Caroline L. Park, R.N., PhD (a doctor nurse!) was a replicated study, which means she took the premise of one study done in 2000 and replicated it with her own subjects, catalysts, and circumstances. The study's driving question asked if there was any substantial and qualitative merit to online learning. Specifically, there was some attention about whether or not a teacher could effectively judge the quality of a student's concern in a class. Furthermore, there was a question as to whether or not students could interact effectively, that is to say, their interaction ultimately led to success and high-level critical thinking in the subject matter. Within the study of that arose among others, this query: Can there be an accurate data-driven measurement of quality interaction between people? As it happens there was a way to measure such a thing in an online environment, but it was no different than what one would use in a live classroom - writing. However, the study focused on social interaction and the signs of understanding that are expressed by a learner and then elicit a response from a teacher. This Cognitive Process Tool one that is too lengthy to describe here, became the measurement tool. After Dr. Park gathered all her data, it revealed that the teacher must be involved and play a significant role in the learners' experience. Ultimately it is the teacher, in whatever way he or she is present, whether that is online or in the classroom, or over the phone, for that matter, must elicit the questions and comments form the students. If the teacher is not involved in this way, the level and quality if learning will suffer.