There are no secrets to success. It is the result of preparation, hard work, and learning from failure. ~Colin Powell Preparation is key when planning and setting up an online course. Creating a positive online learning environment is key to learner success. There are some important considerations when creating your online learning environment such as technology, learner expectations, and how to set the stage for quality learner interaction. In this blog, we will discuss some recommended strategies for setting up a successful online learning experience. It is important that the instructor know the technology available to them in order to make smart choices for the course. “Focus on the essential tools, and build your first course around those tools. You can branch out later as you teach the course a second or third time and gain experience, confidence, and a sense of exploration. (Boettcher and Conrad, 2010, p. 57)” It is not necessary to know how to use all of the technology tools available. The instructor should have knowledge of basic technology tools such as navigating the Course Management System (CMS), E-mail and basic audio/video tools. “Just pick one to three that are best suited for your learning goals and discipline and learn those. (Boettcher and Conrad, 2010, p. 59)” A great strategy to learn new technology tools is to target one or two new technologies to master during each course iteration. It is also important that the instructor understands what technical support resources are available for their institution. This will be essential information to share with the learners in their course along with the minimum technology resources required to participate in the course (software, hardware). It is especially critical to clearly define course expectations to the learner in an online environment. Structure is necessary to the success of online learners and will ensure the learning environment is welcoming to all learners. The instructor can accomplish this by setting the ground rules which will create a safety net for the learners. “Ground rules should be established at the beginning of a course, and the instructor should explain the purpose they serve. (Brooks, 2010)” Necessary ground rules include:
(Laureate Education, 2010) The course guidelines and expectations should be presented during week 0 and prior to the first week of class. By sending out a welcome email the instructor can initiate the relationship between learner and instructor. The instructor should provide clear and concise instructions on how to get started in the online course. Providing a course syllabus is a smart way to provide consolidated information regarding expectations, grading, schedule, and other key points. (MarylandOnline, 2016) Directing the learner to review the welcome message, syllabus, instructor introduction, and other important information will help the learner assimilate. Online learning can be an isolating experience for the learner. “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)” It is important for the instructor to create connections between learners and the instructor. The instructor should introduce themselves in a warm and personal manner. Share your hobbies, family life, and pictures to let the learner know you are a real human being. An icebreaker activity during the start of the class can jump start the social process, build the foundations of a learning community, and reduce the danger of learner attrition. (Laureate Education, 2010) “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)” During Week 0, an ungraded icebreaker activity offers the opportunity to socially interact within the learning environment without fear of failure. As I discussed earlier, providing technical support information can be critical to the online learner’s success. It is also important that accessibility and usability information be easily identified for the learner. Navigation design should facilitate ease of use. Consistent navigation and layout throughout the course will provide ease of use for all learners. Navigation should be “consistent, logical and efficient” (MarylandOnline, 2016). The course should contain accessibility information. “Learners with disabilities have access to information on the accessibility of the learning management system and all additional required technologies. (MarylandOnline, 2016)” This information can be located within the course syllabus or a separate page that is easily recognized. By following the strategies discussed in this blog, the instructor can ensure the online environment is ready for the influx of learners. It will also create a learning environment that will be welcoming to the online learner. What other strategies have you used to ensure the success of your online course? Let’s start a conversation! References
Boettcher, J. V., & Conrad, R. (2010). The Online Teaching Survival Guide. San Francisco, CA: Jossey-Bass. Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Laureate Education (Producer). (2010). Launching the online learning experience [Video file]. MarylandOnline. (2016). The Quality Matters program rubric. 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. Sole.Social (2016) Sole social erasmus plus. Available at: http://sole.social/wp-content/uploads/2015/04/sole-social-erasmus-plus.png Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of asynchronous learning networks, 2(1), 34-49.
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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. (Pixabay, 2017) For the next 8 weeks, I will be exploring how to use online instructional strategies to create engaged learning. During this class I will share what I have learned and my thoughts on this blog. “Success in an online learning environment depends on the use of instructional strategies that support the shift in roles and the development of self-direction. (Conrad and Donaldson, 2011)” I am looking forward to exchanging ideas on this topic!
Stacy Reference Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Pixabay (2017) Free image on Pixabay - online, Internet, icon, symbols. Available at: https://pixabay.com/en/online-internet-icon-symbols-www-942410/ |
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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