EIDT-6510 - Blog Assignment: Online Learning Communities

How do online learning communities significantly impact both student learning and satisfaction   within online courses?

Attitude Factors apply to the distance learning setting.  This pertains to classroom culture at a distance and etiquette.  “It is essential to take the time to create opportunities for social interaction.”   (Simonson, Smaldino, Albright, and Zvacek.  p. 222. 2012)  Not only do students need to have interaction among their classmates; they also need to know how to act properly online when communicating.  Since there is “a more diverse population, students must become sensitive to all members of the class.  It is the responsibility of the instructor to establish the protocols for communication within the course.”  (Simonson, Smaldino, Albright, and Zvacek.  p. 223. 2012)  Experience with distance learning whether it is adult learners or K-12 learners is essential for a successful distance learning situation.  Not everyone has had experience with distant learning.  Some may be experiencing this for the first time.  There are elements for success that need to be considered.  They are general ability (cognitive), prior knowledge (background), and learning styles (unique characteristics).  The instructor must “become familiar with the students in the class and to address their needs as they have identified them.”   (Simonson, Smaldino, Albright, and Zvacek.  p. 227. 2012)  Not only do the instructors have to show responsibility, but the learners must also take part in their own responsibilities.  Students will need to know what is required of them and what they need to do in order for their distant learning to be a success.

What are the essential elements of online community building?

Dr. Palloff in Laureate Education (2010) states, “a community of students and faculty who explore content together to construct meaning and knowledge about that content.”  A statement that sticks out is “the most essential characteristic of the successful learner in a distance education teaching and learning environment is that the learner must be willing and able to be self-directing.” (Levine 2005)  Shearer (2003) supports this concept of psychological distance and the dynamic relationship between teacher and the autonomous learner.   While adult learners are more likely to achieve a level of autonomy so as to function within this dynamic relationship, the same may not be true of the learner in K-12 and must be a consideration in the development of successful distance learning experiences for this student population.  We can still build the 'relationships' necessary to successful distance learning in K-12 with regard to Learner/Instructor and Learner/Learner.  “In traditional school settings, learners are very dependent on teachers for guidance.”  (Simonson, Smaldino, Albright, & Zvacek.  p.45. 2012)  In distance education, “the student must accept a high degree of responsibility for the conduct of the learning program.”  (Simonson, Smaldino, Albright, & Zvacek.  p.45. 2012)  Every student / individual is different in learning whether it be in-person or via the www.  Each student is unique and learns differently.  Some students may get it right away & others may not.

How can online learning communities be sustained?

Establishing a sense of classroom community in distance learning is both essential and challenging.  Classrooms, in any form, are places organized to promote learning among a community of people whose learning goals are similar (Palmer, 1998).  These places are deliberately created and can be either very lonely or very social and interactive.  In distance learning, a learning community is created when teachers and students come together in an environment in which everyone is actively involved in a collective effort of understanding through which to expand both the collective and the individual knowledge and skills.  Community-centered learning environments recognize the social aspects of learning and that interaction is critical to the learning process.  Community-centered learning environments also integrate students’ experiences with new information, set theory in practice and build both social and content area skills (Hanna, 2000).  Attendance and class participation are also essential for distance learning.  Just like a traditional class, one must be present and participate.

What is the relationship between community building and effective online instruction?

Some of the attributes of community building and effective online instruction are Attitude Factors; Experience; Elements for Success; Learner Responsibilities; Communication; Attendance and Class Participation; Assignments; Assuming Responsibilities for Own Learning; and Equipment Requirements and Use.  A statement that sticks out is “the most essential characteristic of the successful learner in a distance education teaching and learning environment is that the learner must be willing and able to be self-directing.” (Levine 2005)  This means that the learner / student must take control of his / her own actions.  The learner / student must follow the schedule set out by the teachers.  The student / learner must be mindful of tasks and deadlines.  The teachers must stay on top the students / learners with communication.  The student / learner must also keep contact with their teachers.  Everyone must fully participate 100% in order for distance learning to work and be effective.  Instructors need to make the students feel welcome & that they can come to them about anything.  The instructors are there for them & really want them to understand the topics and to walk away confident & knowledgeable in the area taught.  Establishing and maintaining this balance is a challenge for adult learning communities.  We can still build the relationships necessary for successful distance learning in K-12 with regard to Learner/Content and Learner/Technology.  Building Learner-Technology & Learner-Instructional Content relationships can be quite difficult at first.  Once you develop a plan / strategy, all will come together.  One must first start out simple / basic & then move on to adjust / make changes once one is more familiar w/ the students.  For distance learning in K-12, the challenge grows exponentially as it is affected by factors that are unique to that student population as well as the governing norms, rules, regulations and standards to which the learning and learning environments must conform.  “The autonomous learner needs little help from the teacher.”  (Simonson, Smaldino, Albright, & Zvacek.  p.45. 2012)   For distance learning to be effective in K-12, continued research and discussion must focus on how best to establish and maintain social presence, social learning, interaction, and transactional distance in the appropriate balance of control, power and empowerment for students and teachers.

 

References:

Hanna, D. (2000) Approaches to learning in collegiate classrooms. Higher Education in an era of digital competitions: Choice and challenges, Hanna. D. ed. Maidson, WI: Atwood Publishing.

Palmer, P. (1998) The courage to teach: Exploring the inner landscape of a teacher's life.  San Francisco: Jossey-Bass.

Laureate Education, (2010). Online Learning Communities. [Video]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4732487_1%26url%3D

Levine, Joseph S. (2005).  Making Distance Education Work: Understanding Learning and Learners at a Distance.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.) Boston, MA: Pearson.