COMS 524 ARTICLE REVIEW INSTRUCTIONS During Modules/Weeks 1, 2, 4, and 6, you will write an Article Review for a communication journal on the topic of discussion for the assigned module/week. Articles may be secured by accessing the Jerry Falwell Library online, or by using the bibliography provided at the end of each chapter of your textbook. The topic MUST be related to the themes presented below for each module/week, or you will not receive credit for the review. Each review must be at least 400 words and contain an abstract of the article’s content as well as your evaluation of it according to your personal knowledge of small group theory. Each review must also include a full citation in current APA format. Topics (Theory) for Articles Module/Week 1: Review an article that addresses 1 of the following themes from Chapters 1–2 of the textbook. (Note that anything related to the topic may be used. The article or the article review must apply the content to small group communication in order for it to receive any credit.) ”””’Importance of studying communication theory as it relates to small group communication Communication model adapted to small group communication Research on any secondary type of group Virtual small groups Systems theory applied to small groups Social exchange theory concepts and small groups Symbolic convergence theory and small groups Module/Week 2: Review an article that addresses 1 of the following themes from Chapters 10-11 of the textbook. (Note that anything related to the topic may be used. The article or the article review must apply the content to small group communication in order for it to receive any credit.) ””Descriptive approaches to group problem solving—find 1 study and report on it Functional approaches—find 1 study and report on it Prescriptive approaches—find 1 study and report on it Use of the reflective thinking process to solve problems Module/Week 4: Review an article that addresses 1 of the following themes from Chapters 5–6 of the textbook. (Note that anything related to the topic may be used. The article or the article review must apply the content to small group communication in order for it to receive any credit.) ””Research on individual group member roles Norms and how they develop in the group Effects of status differences Effects of power on group process Page 1 of 2 COMS 524 ”’How trust develops and the effects on communication used in the small group Gender and communication differences in the group Confirming and disconfirming responses Module/Week 6: Review an article that addresses 1 of the following themes from Chapter 9 of the textbook. (Note that anything related to the topic may be used. The article or the article review must apply the content to small group communication in order for it to receive any credit.) ”””Trait perspective of leadership emergence Functional perspective of leadership emergence Hersey’s situational leadership model and style Shared leaderships in teams Emergent leadership in small groups Transformational leadership in small groups Submit each Article Review by 11:59 p.m. (ET) on Sunday of the assigned module/week. Page 2 of 2 ‘COMS524 Copy of Article Review Grading Rubric Levels of Achievement Criteria Advanced Proficient Developing Not Present Content (70%) Discussion of Values/Character Development 9 to 9 points Excellent details and examples are provided. The three requirements are met. 1. The paper focuses on one identified subject area, grade level, and topic. 2. There is specific information on the values/virtues that can be taught with the topic. 3. There are detailed descriptions of at least three classroom activities that foster student understanding. 8 to 8 points The requirements are met in a proficient manner. Some of the information is incomplete or unclear. Complete sentences are used. The author provides some details and examples. OR Two of the requirements are met. 1 to 7 points The requirements are poorly developed. Most of the information is incomplete. The author uses short phrases instead of complete sentences. The author does not provide any details or examples. OR One of the requirements is met. 0 to 0 points The requirements are missing. Discussion of the Implied Curriculum 8 to 8 points Excellent details and examples are provided. The three requirements are met. 1. The discussion of the implied curriculum is included. 2. There is information on how the implied curriculum affects the three classroom activities. 3. The paper has information on how the teacher should address the implied curriculum. 7 to 7 points The requirements are met in a proficient manner. Some of the information is incomplete or unclear. Complete sentences are used. The author provides some details and examples. OR Two of the requirements are met. 1 to 6 points The requirements are poorly developed. Most of the information is incomplete. The author uses short phrases instead of complete sentences. The author does not provide any details or examples. OR One of the requirements is met. 0 to 0 points The requirements are missing. Biblical Worldview 8 to 8 points Excellent details and examples are provided. The three requirements are met. 1. The biblical worldview is included. 2. The paper includes at least one relevant Bible verse for this topic. 3. The author follows the Classical Works section of the APA book on 7 to 7 points The requirements are met in a proficient manner. Some of the information is incomplete or unclear. Complete sentences are used. The author provides some details and 1 to 6 points The requirements are poorly developed. Most of the information is incomplete. The author uses short phrases instead of complete sentences. The author does not provide any details or examples. OR 0 to 0 points The requirements are missing. Levels of Achievement Criteria Advanced Proficient Developing Not Present citing Bible verse Scripture correctly. examples. OR Two of the requirements are met. One of the requirements is met. Structure (30%) Grammar and Spelling 4 to 4 points Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content. 3 to 3 points There are 3–5 errors in grammar or spelling that distract the reader from the content. 1 to 2 points There are 6–10 errors in grammar or spelling that distract the reader from the content. 0 to 0 points There are more than 10 errors in the grammar or spelling that distract the reader from the content. Current APA Format Compliance 3 to 3 points There are 0–1 minor errors in current APA format in the required items: title page, running head, abstract page, font type and size, line spacing, heading, citations, and references. 2 to 2 points There are 2–3 minor errors in current APA format in the required items. 1 to 1 points There are more than 3 errors in current APA format in the required items. 0 to 0 points A title page is not present and/or there are more than 5 errors in current APA format in the required items. Word Count 3 to 3 points The minimum word count of 800 words is met or exceeded. This applies to the entire assignment, including the cover page and References page(s). 2 to 2 points The word count of 750 words is met. 1 to 1 points The word count of 650 words is met. 0 to 0 points There are fewer than 650 words. ARTICLE REVIEW THREE 1 Anita Afzal Article Review 3 COMS 524- B01 09/17/2020 ARTICLE REVIEW THREE 2 Abstract ‘When Do People Trust Their Social Groups?’ examines the concept of trust in a group, acknowledging that trust is critical in fostering cooperation and communication among group members. It is an effective article that uses a survey to conclude that both individual and group characteristics were important in predicting trust in groups. This article aligns with the concept of trust in groups highlighted in the book. As Beebe and Masterson explain, in virtual groups, efficiency is determined by how well the participants are familiar with one another. This boils to trusting relationships where group members can count on their colleagues because they have a mutual respect between them. These trusting atmospheres are created when groups can tolerate conflicts as these conflicts lead to stronger bonds. The article also aligns with biblical scripture in Philippians 2:2 where the Bible asserts that the joy of God is complete when people remain in the same mind, maintain their love, and unite in spirit; working towards the same cause. It also aligns with the scripture in Matthew 4:18 where Jesus called Simon and Peter to be His disciples. Key words: trusting atmospheres, virtual groups, group communication, building trust, social groups ARTICLE REVIEW THREE 3 Introduction ‘When Do People Trust Their Social Groups?’ examines the concept of trust in a group, acknowledging that trust is critical in fostering cooperation and communication among group members. Consequently, this leads to increased positive outcomes such as the satisfaction of members and better task performance. The objective of this paper is to examine the objective of the paper, the methods used as well as the findings and results deduced. The paper will then evaluate how the article can be integrated into the coursebook as well as in biblical scriptures. The article seeks to examine the concept of trust in groups; presenting a framework for predicting trust and examining how differences in groups can be used to predict trust. According to Ma, Cheng, Iyer, and Naaman (2019), trust positively contributes to the achievement of success in groups because it encourages people to interpret the actions and intentions of other people in the group and at the same time fosters cooperation and communication in the group. In groups, trust increases satisfaction among members improves the performance of tasks, and reduces occurrences of risk as well as mitigating them effectively. The researchers define trust as the act of believing that other members are reliable. The researchers continue to explain that there are various determinants of trust in groups including individual differences, group characteristics, and network characteristics. The study was a survey of 10, 000 respondents in a random sample of Facebook users in the United States. These respondents were invited to participate in the survey through a Facebook advert and this survey sought to measure the attitudes and trust that individuals had in their respective Facebook groups. Cornell’s Institutional Review Board and the internal Facebook board approved the study (Ma, Cheng, Iyer & Naaman, 2019). In sampling, these ARTICLE REVIEW THREE 4 researchers issued the survey to individual group pairs. Eligible candidates had to be in a Facebook group that had at least five members, the majority of the members were US citizens and had interacted in these groups more than once for the last four weeks. The survey design used had two sections; trust in specific Facebook groups and individual differences in terms of the attitudes of individuals towards other group members. The general attitudes towards others had four sections including general risk attitude, general in-group loyalty, disposition to trust, and general social support. On the other hand, trust in a group had elements of reliability, risktaking, care, and integrity (Ma, Cheng, Iyer & Naaman, 2019). 6,383 survey responses out of the initial 10, 000 were used in the main analysis where multiple linear regression, random forests, and logistic regression methods were utilized. Results showed that demographic factors such as gender had no impact on trust in groups. However, the general attitudes towards others could be used to predict trust such that an individual’s general disposition to trust influenced their trust in groups. In terms of group differences and trust, group size, privacy type, group tenure affected people’s perceptions of trust (Ma, Cheng, Iyer & Naaman, 2019). Group category also had the same influence in that there was high trust in groups consisting of family members and friends. Network structure on its part included network density, k-core existence, average mutual friend count, average clustering coefficient, and participant degree centrality had a positive influence on trust. Similarly, Homogeneity and homophily influence trust perceptions such that homogenous groups, in terms of gender and age depicted high levels of trust. When ranked, network structure contributed most to trust while demographics had the least impact (Ma, Cheng, Iyer & Naaman, 2019). Therefore, they concluded that overall; both individual and group characteristics were important in predicting trust in groups. ARTICLE REVIEW THREE 5 According to Beebe and Masterson (2020), numerous variables affect groups’ climate including group cohesiveness and defensive behaviors. Communication in any case is important in driving the group to success and this usually prevails when it is free and open. In virtual groups, efficiency is determined by how well the participants are familiar with one another. Trusting relationships as explained by the researchers is a scenario where members feel that they can count on their colleagues because they have a mutual respect between them. When members in virtual groups have interpersonal trust, they can work appropriately giving priority to the interests of the group without pursuing hidden agendas. Trusting atmospheres are created when groups can tolerate conflicts as these conflicts lead to stronger bonds (Beebe and Masterson, 2020). When there are constructive conflicts in small groups, members find ways to deal with them and this means that they have trust amongst themselves. On the contrary, if there are no conflicts, then it means that group members do not trust each other to a point that they can assert their individuality. The article is related to the book in that it explores the phenomenon of trust in groups. Consequently, it finds that both individual and group characteristics were important in predicting trust in groups. Biblically, building trust in small groups aligns with the scripture in the book of Philippians. In this scripture, the Bible asserts that the joy of God is complete when people remain in the same mind, maintain their love, and unite in spirit; working towards the same cause (Philippians 2:2 New Revised Standard Version). Essentially, this scripture emphasizes the need to remain in unity as people work towards a common objective and this is only possible when they have developed trust in one another. The article also aligns with the story of the calling of Simon and his brother, Andrew in the book of Matthew. As Jesus was working by the Sea of Galilee, He saw two fishers; Simon, who was called Peter, and his brother Andrew casting their ARTICLE REVIEW THREE 6 nets. Jesus told them to follow him as they could become fishers of men and the two left their nets and followed Him (Matthew 4:18). This shows that the two brothers trusted in Jesus and this is the reason why they followed Him. Conclusion ‘When Do People Trust Their Social Groups?’ examines the concept of trust in a group, acknowledging that trust is critical in fostering cooperation and communication among group members. The researchers found out that both individual and group characteristics were important in predicting trust in groups. It is an article that fits into Beebe and Masterson’s (2020) work as well as biblical scriptures in Philippians 2:2 and Matthew 4:18. ARTICLE REVIEW THREE 7 References Beebe, S., & Masterson, J. (2020). Communicating in Small Groups (12th ed.). New York: Pearson. Ma, X., Cheng, J., Iyer, S., & Naaman, M. (2019). When Do People Trust Their Social Groups?. Proceedings Of The 2019 CHI Conference on Human Factors in Computing Systems – CHI ’19. doi: 10.1145/3290605.3300297 Purchase answer to see full attachment

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.