+
Learners
Givercraft
with
Disabilities
Introvert
Learners
Extrovert
Learners
Essential Question: How can we support
students in being successful in our online
course? Why?
+
Introvert
Learners
- are oriented
primarily
toward the inner
world; thus they
tend to focus
their perception
and judgment
on concepts and
ideas.

Givercraft is a great place where
introvert learners foster their social
skills with Givercraft learners and
further develop communication skills
with other learners from the Givercraft
communities.

Givercraft teachers could create a
learning environment which help
prevent learners feeling of isolation by
creating a comfortable Givercraft
learning environment in which they can
share their concepts and build a
community of ideas; in turn, establishes
a positive relationship with other
Givercraft learners.

Hozweiss et al. (2014) stated that by
emphasizing students to develop peer
relationships; encourages a sense of
belonging are especially important for
academic success.
+
Extrovert
Learners
- are oriented
primarily toward
the outer world;
thus they tend to
focus their
perception and
judgment on
people and
objects.

Givercraft provides an environment
which permits extrovert learners to
express their communication skills and
bring forth their ideas within Givercraft
by using Givercraft’s tools.

Givercraft teachers could guide and
mentor Givercraft learners by carefully
designing activities/scenarios which
challenges learners and help by
offering feedback on
activities/scenarios that encourage
interaction, dialogue and critical
thinking.

A major aspect of learner’s online
experiences that facilitator provide is
setting the climate for learning through
encouragements, acknowledging and
reinforcing learner’s contributions (De
la Varre et al., 2014)
+
Learners
with
Disabilities
Flexibility and
individualized
learning are two
major factors driving
the increasing
attendance of
students with
disabilities in online
learning.

Givercraft community is an online
learning environment which promotes
creativity and provides learners the
chance to create an unique area of their
own.

Givercraft teachers could first
understand learners’ strengths and
weaknesses, such as, prior content
knowledge, technology skills, reading
level, organizational skills, motivation,
initiative, and abilities/disabilities. By
understanding learners’ strengths and
weaknesses, teachers could create a
learning that accommedates their
needs.

Serianni & Coy stated that virtual
courses typically incorporate a large
number of help, reviews, direct
teaching tools, as well as online
tutoring to support struggling students
(2014).
+ How can we support students in being
successful in our online course?
In order for facilitators to support students
in being successful in our online course is
first by being aware that students are
coming in with variety of background
knowledge, diverse learning styles, and
various technology abilities. In
understanding what students are coming
in with, facilitators can create learning
environments which are conducive to
students’ successes in our online course.
+ References
Serianni, B. b., & Coy, K. (2014). Doing the Math: Supporting Students With
Disabilities in Online Courses. Teaching Exceptional Children, 46(5), 102-109.
Kumar, S. s., & Antonenko, P. (2014). Connecting practice, theory and method:
Supporting professional doctoral students in developing conceptual
frameworks. Techtrends: Linking Research & Practice To Improve Learning, 58(4),
54-61.
de la Varre, C., Irvin, M. J., Jordan, A. W., Hannum, W. H., & Farmer, T. W. (2014).
Reasons for student dropout in an online course in a rural K–12 setting. Distance
Education, 35(3), 324-344.
Holzweiss, P. C., Joyner, S. A., Fuller, M. B., Henderson, S., & Young, R. (2014).
Online graduate students’ perceptions of best learning experiences. Distance
Education, 35(3), 311-323.
Moore, M & Kearsley, G. (2012). Distance education: a systems view of online
learning. Wadsworth Cengage Learning. Belmont, CA.
Offir, B., Bezalel, R. & Barth, I. (2007). Introverts, extroverts, and achievement in a
distance learning environment. American Journal of Distance Education.
Routledge.