Online learning can be an isolating experience if not integrated within a learning community. “Online there is greater possibility for a sense of loss among learners—loss of contact, loss of connection, and a resultant sense of isolation. Consequently, attention should be paid to the intentional development of presence. (Palloff and Pratt, 2007, p. 31)” By using learning communities we can reduce the isolation of the learning environment and enhance learning outcomes. So, what is a learning community? A learning community is “A community of students and faculty who explore content together to construct meaning and knowledge about that content. (Laureate Education, 2010)” A learning community per Palloff and Pratt (2007), has three components; people, purpose, and process.
Why are learning communities essential to a successful online learning environment? “Forming a sense of community, where people feel they will be treated sympathetically by their fellows, seems to be a necessary first step for collaborative learning. Without a feeling of community people are on their own, likely to be anxious, defensive and unwilling to take the risks involved in learning. (Wegerif, 1998, p. 48)” Online learning as a part of a learning community provides common purpose, support, socialization and motivation to the learner. Without a learning community, the learner may feel frustration and isolation leading to failure. The benefits of using a learning community model in an online course include:
The traditional roles of the instructor and learner do not apply in an online learning environment. Learning communities create equality between instructors and learners as the instructor is no longer the sole focus of the process. Therefore, the role of the instructor becomes that of a facilitator or guide, while the learner takes on more responsibility for their learning and the learning of others. Essentially, everyone is responsible for learning in a learning community! “Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. (DuFour, 2016)” Just as a brick and mortar community has its structures, it is vital that we define the structure of our learning community. The instructor/facilitator does this by setting the ground rules which will create a safety net for the learners. Necessary ground rules include:
So how do we promote an online learning community in our online courses? According to Palloff and Pratt (2007):
Another key is to provide a new student orientation. This will orient the learner to the online environment and provide the skills to succeed. Engagement is key to the success of the learning community. A successful learning community will produce “self-directed learners with a sense of presence”. By promoting student socialization, the learning community becomes stronger. “Connect the learning through shared problems, experiences, and interests. Encourage dialogue amongst students and questioning toward inquiry and promote feedback. (Gruenbaum, 2007)” Sustaining learning communities starts with the instructor modelling behavior for the learners. Engaging the learners will assist in building the learning community and sustaining the structure. Although there is physical distance between learners and instructors, it is imperative that the lines of communication remain open and constant. “…what is most critical for the instructor, even when playing a facilitative and nondirective role in the learning community, is to stay abreast of developments within the group and to act decisively and quickly when necessary. (Palloff and Pratt, 2007, p. 65)” How do you create and sustain your learning communities? Let’s continue the discussion! References DuFour, R. (2016) Educational leadership: Schools as learning communities: What is a professional learning community? Available at: http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx. Gruenbaum, E.A. (2007) Elearn magazine: Creating online professional learning communities. Available at: http://elearnmag.acm.org/featured.cfm?aid=1806336. Laureate Education (Producer). (2010). Online learning communities [Video file]. Palloff, R.M. and Pratt, K. (2007) Building online learning communities: Effective strategies for the virtual classroom. 2nd edn. San Francisco, CA: Jossey-Bass Inc., U.S. Pixabay (2017) Free image on Pixabay - blueprint, ruler, architecture. Available at: https://pixabay.com/en/blueprint-ruler-architecture-964630/. Vesely, P., Bloom, L. and Sherlock, J. (2007) ‘Key Elements of Building Online Community: Comparing Faculty and Student Perceptions’, Journal of online learning and teaching, 3(3). Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of asynchronous learning networks, 2(1), 34-49.
2 Comments
Jane Halstead
1/13/2017 10:01:29 am
I will be following you.
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Celeste Fenton
1/16/2017 07:44:09 am
Enjoyed visiting your blog site; love the graphic look you have achieved for your site. I loved the way you presented the concept of perspective with supporting visuals. Thanks for connecting to course and scholarly resources and citing your sources. You offered an excellent first week assignment post!
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Stacy SpringerWelcome to my blog! I am passionate about great Instructional Design and Educational Technology. Let's start a discussion! Archives
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