Remember
back to sitting in a brick and mortar classroom with your friends in your class and
the teacher at the front of the room spewing tons of knowledge into the air for
your brain to connect to any piece of it in order to remember it for a test
later. Now, ask yourself what was the best part of the course? Most would say,
my friends were in the class. The greatness of the course always increased if
the teacher provided opportunities to work with a partner or with a group. Why
was this type of activity make class better? Socializing with peers and sharing
ideas made the content more understandable and the project that much better.
Now
take the above scenario and think about those who are designing instruction
today, with the focus on 21st century skills and the increase in
online learning experience. Can the “great teacher who allowed collaborative
groups” easily adapt the course they taught the last 10 years to an online
format? The answer is NO. “Traditional education strategies are not directly
transferable to an online environment” (Palloff, 2016). Time, structure,
and the application of principles and sound theory need to be used to build the
foundation of online instruction through a solid learning community.
The
need and goal for peer learning is the same in traditional and online communities.
But, similarities stop there. How to achieve that learning community in the
online environment is different and takes the teacher shifting from the role of
director to facilitator (Conrad, 2011). The online learning
community includes people, a purpose and a process.
Impact on Student Learning
Successfully
implemented online learning communities create an environment where the
facilitator and the learner are equal participants in achieving the learning
objectives. They work together side by side. As a community, the participants
challenge each other to dig deep in their thinking and provides immediate
feedback to one another and provokes deeper reflection on content. The learning
community contributes to learners being more self-directed in their learning
and to leave the learning community transformed by the new knowledge acquired (Palloff,
2016).
Essential Elements of online community building
The
facilitator plays a critical role in the learning community model. First, the
course design needs to be built on solid theory. The theory will serve as a map
to design strategies that assist the learner in achieving the goals and
objectives for the course (Saba, 2016). Next, the
facilitator responsibility and general setup needs to be considered. Key
elements are:
Facilitator Responsibility
|
·
Be sure to be familiar with all technology
utilized in the course in order to assist students
·
Be involved throughout the entire course. The
facilitator should model the appropriate interaction and response style.
·
Set the tone for the community interaction
|
Online Set-up
(Palloff, 2016)
|
·
Easy to navigate the LMS
·
Create a warm and inviting environment that is
safe for personal expression by sharing initially with the class
·
Take part in the community discussions,
especially checking in the first 2 weeks of the course to be sure the
learners are supported with any possible issues.
·
Share a personal bio and encourage others to
do the same in order to get to know one another prior to sharing about
content.
|
Sustaining an online learning community
To
sustain a positive online learning environment, learners need to feel empowered
to share ideas and feel challenged to think deeply. Once the atmosphere of the community
is established, the rules of engagement must be clearly outlined. How and where
to share ideas, how often and in what form are a few to outline. Also, planning
ahead to meet the needs of those who have never participated in a learning
community. Starting with simple interaction, like reading and responding in
written format in a discussion board would be a great start. Additionally,
providing an introduction to the LMS and the philosophy of online learning can
ease the tensions of those new to the online community and are more likely to
have them continue with the online learning community option (Palloff,
2016).
Relationship between community building and effective online
instruction
Implemented
correctly, the relationship between community building and effective online instruction
is a positive one. It provides learners a feeling of being part of something
larger and brings personal satisfaction in successful completion. The “normal”
peer pressure the community brings to succeed push learners to give a little
more and learn more.
Resources
Conrad, R.-M. a. (2011). Engaging the Online
Learner. San Francisco: Jossey-Bass.
Palloff, R. a. (2016, January). Online Learning
Communities. Laureate Education. Walden University Video Media.
Saba, F. (2016, January). Evaluating Distance
Learning Theory. Laureate Education. Walden University Video Media.