Online learning Communities
Demand for online programs has
increased over the past 10 to 15 years. Online communities impact both students
learning and satisfaction within online courses if facilitated properly because
the learners will experience “the perception of learning and feeling like a
part of something larger” (Palloff & Pratt, 2012). The involvement of the
learner in the course, whether one calls it interaction, engagement, or
building community, is critical if an online course is to be more than a
lecture – oriented course in which interaction is primarily between the learner
and the content of the learner and the instructor (Conrad & Donaldson,
2011).
There are essential elements to
an online community: the people who attend the online community, the purpose of
the people who join the online community, the process, which involves the way
the students are engaged in learning and the social presence of the learners
and instructors. Participants in the online community need to know that there
are other participants who share the same objectives and goals as they do.
The most important role of the
instructor in online classes is to ensure a high degree of interactivity and participation
(Conrad & Donaldson, 2011). This will ensure the learner that the
instructor is prepared to assist in the learning process and be available if
any assistance is needed. One of the best ways to get an online course off on
the right foot is to ensure the social presence of the instructor and all the
learners. It is imperative that the trust building process is established at
the social level so that content discussion can be open and substantive
(Boettcher & Conrad, 2010).
During the first weeks of the
course the instructor should greet the students through a friendly welcome
message and request for students to take the time to introduce themselves to
the class by creating a brief bio, a listing of their experiences and maybe even
a photo of themselves or family. This will facilitate in creating a sense of
community. This will also help the instructor with valuable information
regarding the learner’s online experience, technology use and personal learning
goals.
Online communities are sustained
through careful attention to the development, guidance and nurturing of the
students. Engaged learning does not simply happen (Conrad & Donaldson,
2011). By planning and utilizing activities the instructor can assist the
learner in moving through the development phases, which will ensure learner
motivation, interaction, and collaboration in the online learning environment.
As students become more engaged
in the course they will guide each other and promote success among all of the
participants. In conclusion, as I go forward teaching in the online environment
I will make sure that I inject the appropriate level of friendliness, and make
sure that I email a welcome letter rather than just posting it in the online
course, per Doctors Palloff and Pratt. This will ensure a warm welcoming
environment that encourages interaction and motivates my students in the crucial
first few weeks of class.
Boettcher, J., & Conrad ,
R. (2010). The online teaching survival guide. San Francisco, CA:
Jossey-Bass A Wiley Imprint.
Conrad, R., & Donaldson, J.
(2011). Engaing the online learner. San Francisco, CA: Jossey-Bass A
Wiley Imprint.
Palloff, R., Pratt, K., (2012)
Online Learning Communities [video] Peason; Laureate Education.
Your post has outlined many key factors in the creation and sustained success of an online learning community. A few years ago, I was part of an online community in which the instructor did everything right. However, my group lacked motivation to participate. We were enrolled in the course without our knowledge and the first we heard of the course was from the instructor via email. If you had been this instructor, what would you have done prior to the course to prevent this type of scenario?
ReplyDeleteTisch,
DeleteI would have made sure that in the initial beginnings of the course framework would have been laid out to the students with specific instructions on participation.
Jarice, you have made a very important point about the teacher facilitating interaction. When I took the first instructional design course, I was quite displeased about the group project requirement. It did turn out to be a very stressful situation; however, I gained a very good friend from the experience. I still talk to my friend even though we don't have classes together anymore. We bounce ideas off one another and offer support when needed. I don't think we would have gotten so close had we not been forced to interact by the instructor. Have you made any important connections that you will maintain after leaving Walden? If so, did the instructors assist you in making the connections?
ReplyDeleteI have made some close associations while at Walden. Although the experience has been totally online, the interaction is so high that I have made close friendship with a few students that I plan on maintaining even after I leave Walden.
Delete