The purpose of an online learning community is to facilitate learning in a social environment, as opposed to simply facilitating socializing, as we would do on social networks like Facebook. Learners have the common goal of acquiring knowledge, while teachers are on hand to design, instruct, direct and moderate the process.
The essential elements of building a learning community are (1) the Social Presence of the learners’ interaction, (2) the Teacher’s Presence as the facilitator, and (3) the Cognitive Presence of exploring and synthesizing new material (Garrison, 2007, as cited by Wilcoxon, 2011).
An online learning community is sustained through regular interaction in discussion forums, maintaining netiquette, following classroom policies, and meeting deadlines (Pallof & Pratt, 2012).
Online learning communities can be as effective as face-to-face learning in traditional classrooms. However, in online classes, it is initially up to the teacher to assist learners in developing a social presence. Although in online classes, all students are required to participate in discussion posts (and periodically group activities), the teacher can encourage friendly interaction in a number of ways:
(a) Build rapport by directing a question and generating dialogue between 2 or 3 learners
(b) Develop trust through giving honest and constructive responses
(c) Correct netiquette offenders (privately)
(d) Offer personal examples
(e) Incorporate humor
(f) Diffuse conflict
(g) Make it fun
On this last point of making the class fun, there is a useful site called “Show Me.com”, where you can develop and share your tutorials by illustrating your lessons on a whiteboard. You can find it at http://www.showme.com/
One word about self-disclosure: While a teacher may offer personal examples, not all learners are comfortable doing so. In the current climate of public misgivings about the government’s digital surveillance (any country’s government), it might be wise to avoid making self-disclosure a requirement on any assignment. I would offer learners the option of giving third person or fictional examples.
These are just a few ideas on helping develop a social presence in an online learning community. If you have more, please share!
References
Garrison, D. (2007). Online Community of Inquiry Review: Social, Cognitive, and Teaching Presence Issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
Laureate Education, Inc. (Executive Producer). (2012). Pallof, R. and Pratt, K: Online learning communities. Baltimore, MD: Author
Wilcoxon, K. (2011, October 3). Building an online learning community. Retrieved from http://www.learningsolutionsmag.com/articles/761/
First, I’d like to thank you for introducing me to Showme.com and Kevin Wilcoxon’s article in Learning Solutions Magazine. I really liked the paperless grading features of the Show Me app and the idea of social presence the article explores.
ReplyDeleteAs the author shares, social presence is how the instructor supports the learners in identifying with the community by developing trust and social relationships through individual expression (Wilcoxon, 2011).
As a future online educator, I find the task of developing social presence a bit daunting. As a student, when I’m online reading posts, I tend to see each as an individual entry and respond accordingly. From an instructor’s perspective, all of the posting represent a community of learners and that takes a shift in thinking. Perhaps I’ll have to start with a big poster board by my desk with everyone’s names and a few individual characteristics to help me sort it out in the beginning.
I think the first thing an instructor could do to build trust is to let students know when assignments will be graded by and then complete the task on time. In regards to building an interactive community, I appreciate that you’ve reminded us of the importance of humor. At times, discussion boards become hot beds for conflicting ideas and humor can redirect the tone into a more positive learning direction. Whenever an instructor builds rapport between students then the, “Learning [environment becomes] collaborative with meaning negotiated from multiple perspectives” (Conrad & Donaldson, 2011, p. 3).
Reference
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.
Wilcoxon, K. (2011, October 3). Building an online community. Retrieved from http://www.learningsolutionsmag.com/articles/761/
Lili,
ReplyDeleteYou have a nice blog. Online learning is the best thing that could have every happen because of the many different ways learning can be obtained. In my opinion, there is no excuse to not want to continue your education.
Thanks for the reminder that a good educator is also a good moderator, especially in online community situations. The seven ways you list for the educator to encourage friendly interaction (and social presence) are excellent qualities to promote in a social community interaction. I like the suggestion that humor and fun be a part of the interaction. Sometimes we tend to take our research, writings, and discourse a little too seriously! There is no reason learning cannot be fun, even at post graduate levels!
ReplyDeleteI like the way showme.com looks. I have to investigate this app more. Sounds like a lot of fun. I do think we tend to become very serious about our learning as we get older. Learning does not have to be a serious affair. But, with all the assignments to take care of, the readings to get done and to also keep up with everything else is mind-boggling! There simply is no time for wittiness! I wish there was!
ReplyDeleteThank you for posting the showme.com resource. I will check it out....after all, reading about all these expectations can be humbling (feeble attempt at item "e" above :=))
ReplyDelete