Creating an Online Learning Community
In their video about online learning communities, Palloff and Pratt (n.d.) discuss how an online learning community contributes to the effectiveness of online instruction. They point out that interaction among students, in addition to interaction with their instructors, positively affects commitment to learning as well as the quality of the learning. An online learning community is grounded in the contructivist model, in which a learner builds knowledge by building on what they already know by adding information from their environment and individuals around them (Boerrcher & Conrad, 2010).Advantages of an online learning community include lower attrition rates. By creating relationships within the learning community, individuals create a connection to others in the learning community. That connection often prevents potential drop-outs because they don't want to let down their friends and colleagues. The community members support each other and challenge each other, helping each other to add do their own existing knowledge. The community provides safety, positive connections, and a comfortable environment in which to learn (Palloff and Pratt, n.d.). The instructor is part of that safe structure, and indeed is often responsible for the creation of that environment.
The essential elements of an online learning community include people with a common purpose and a process that brings them together. Other important related elements include the method of how communication and connection will be achieved, as well as what Palloff and Pratt (n.d.) refer to as presence. This presence may be described as your online personna - the person that others see you as an online individual. Within these essential elements is the structure and rules of engagement that enables the community members to create a learning environment.
In order to create and sustain an effective learning community, it is important to engage an individual within the first two weeks. Making the individual feel comfortable and wanted is critical. Importantly, Palloff and Pratt (n.d.) point out that helping individuals become part of the learning community is not only the facilitator's responsibility, but the responsibility of the entire community members. Similar to any group, a learning community has its own philosophy, culture, and rules. So sustaining the community learning requires the acquisition of individuals and indoctrination to the community goals and expectations. An online introduction can be a powerful tool to help individuals successfully become part of the learning community.
There is a close relationship between community building and effective online instruction. Palloff and Pratt (n.d.) mentioned the importance to the community building to the success of online instruction. If an online student feels isolated, he or she is far more likely to drop out of the training or program. The creation of a strong, supportive learning commuting not only prevents attrition, it provides opportunities to learn from one another and creates a richer learning experience.
References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.Palloff, R., & Pratt, K. (n.d.). Online Learning Communities [Video]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=5871191&ClientNodeID=984650&coursenav=1&bhcp=1
Hi Janet,
ReplyDeleteI couldn't agree more with what you are saying; it is our responsibility as learners to engage in meaningful learning experiences with our classmates. Prior to starting Walden's IDT program, I used to think that online learners had few opportunities to share learning experiences with their classmates. I based this assumption on my experience as an online teacher for courses in which students worked at their own pace. In this case, students were rarely in the same place at the same time, therefore discussion assignments were not really “discussions” at all. Students would post their thoughts on a topic and other students may reply at some point, but there was never any real conversation taking place.
My recent experience as an online Walden student has changed my perspective of social interaction within an online environment. I feel that the discussions in which we participate are dynamic and insightful. These interactions truly contribute to my understanding of the course material. Our communication through our blog sites is also an innovative way for us to interact as learners in a social context. While sometimes I wish we could have discussions in a traditional face-to-face classroom setting, the variety of learning theories, styles, and opportunities for communication that have been included in our program have helped me engage in meaningful learning experiences. Do you feel that our online courses have done a sufficient job incorporating multiple learning theories and activities? Does this method of instruction and learning meet your needs as a learner?
Thanks,
Kaylin
Kaylin -
DeleteLike you, I sometimes wish we had more opportunity for some verbal or face-to-face interaction, even if it was a pre-recorded response via asynchronous video or audio. I really enjoyed the opportunity in our last class to interview someone. I did one via Skype and one via telephone (as you know). :) It was a nice change of pace.
That said, I do feel like the written discussions are quality and contribute to the learning process. It really helps to read what others found important and view the resources through their experiences and beliefs.
Thanks!