How do online learning communities significantly impact both student learning and satisfaction within online courses?
Student learning and satisfaction within online courses is of great relevance to both the learner and the facilitator. The learner in these communities are able to support one another, look at the content matter of a course and bring different perspectives to the table and they support and correct each other. In this way they enhance each other’s knowledge and help to co-construct knowledge (Palloff, & Pratt, 2011). The teacher especially in the early stage of a course provides the core materials to do this and also helps to facilitate this process, but is not the main focus in the course. Even though there might be a high drop-out rate in online communities, this problem could be resolved if the instructor becomes involved in the early phase of a course so that retention would be maintained as he works behind the scene. In this way in learning communities, both on the learners’ part and the instructor’s part especially during its early phase when the student may be coming from a face-to-face classroom can impact the student’s learning and the student could find satisfaction within online courses.
What are the essential elements of online community building?
According to Dr. Palloff and Dr. Pratt, the essential elements of online community building include (1) creating a forum where someone can communicate with others and support one another. (2) Establish who the person really is, like in the student lounge or by personally emailing the student or calling them on the phone try to help the learner with any problems they might have, would encourage the person to remain in the classroom. It is at this early phase that the facilitator needs to be heavily involved. (3) Being creative in involving students like using an area of a CMS to give the student extra help they might need. These and other aspects are essential elements in building online communities.
How can online learning communities be sustained?
Even though online learning communities may have a high drop-out rate, the learning communities can be sustained through behind the scene and even in the early phases of the course, trying to work with learners who seem to be having issues. It is said that this is more seen in adult learners who might be overcome with feelings of isolation and frustration. Online learning communities could also be sustained if the facilitator does his homework and is aware of those who might pull out of the class. By the use of emails and phone calls, the problem could be solved.
What is the relationship between community building and effective online instruction?
They all go together. It is the instructor who presents the materials, design assignments, manages teams, covers content and discusses material and work behind the scenes (Misanchuk, & Anderson, 1997). It is the students who collaborate with each other through the use of materials and so on in the community. Bringing all this together brings about an engaged learner (Conrad & Donaldson, 2004). These factors are all important for community building and effective online instruction and they go hand in hand.
What I have learned that would help me be an effective online instructor is that I have to be actively involved in the life of a learner especially in the early stages of a course trying to help them to find themselves in the online process. This means allowing oneself to be the instrument that would be used to maintain student’s interest in the classroom. Learners may have feelings of isolation, not being accustomed to the system and so on. However, the instructor being involved could help to make this process easier and enjoyable if they take these facts into consideration, this would not only alleviate the learner’s weaknesses or problems, but help in student retention. I can only imagine how much better online learners would have become if this knowledge was related to previous instructors. This knowledge would certainly help me to be a more effective instructor in online courses in the future.
Reference
Palloff, R., & Pratt, K. (2011). Online Learning Communities.
Misanchuk, M. & Anderson, T. (1997). Building community in an online learning environment: Communication, cooperation and collaboration (http://www.mtsu.edu/~itconf/proceed01/19.html)
Hello Ruth,
ReplyDeleteThe university that I am employed with rolled out blended (online) classes last fall. We have instituted a company called Inside Track to help guide our new students to become successful at the online portion of their classes. Our students consist of the adult learner who has been out of school for many years, and coming back to complete their BA degrees, or going back to obtain their graduate. The Inside Track people will inform us if a student is having a particular problem, then our campus would reach out to them. This is a great service for our students, and they appreciate very much.
Hi Janet:
ReplyDeleteThanks for your comments. I feel I now doing well.
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