Online Learning Communities

How do online learning communities significantly impact both student learning and satisfaction within online courses?
Boettcher and Conrad (2010, p.10) state, “the goals are to launch the course well, laying the groundwork for a learning community in which learners and faculty support one another in the accomplishment of course goals”. Dr. Rena Palloff and Dr. Keith Pratt state, “A community of students and faculty who explore content together to construct meaning and knowledge about that content. Learning communities create a dynamic where facilitators and learners are equal, participants (Laureate Education, Inc.)”. Instructors must find ways to help students become strongly connected with other, the instructor and the facilitative actively in order to create a strong community with online learning.

What are the essential elements of online community building?
According to Dr. Rena Palloff and Dr. Keith Pratt, “facilitators need to explain to students how they will be supporting them in a learning community approach”. Conrad and Donaldson (2011, p.) state, “build peer interaction through peer partnerships and team activities, create authentic activities and implement games and simulations and phase in activities that promote engagement among online learners”. Some of the essential elements accordance to Boettcher and Conrad (2010, p. 7) state, “the faculty role shifts to coaching and mentoring, meetings are asynchronous, learners are more active, learning resources and spaces are more flexible and assessment is continuous”.

How can online learning communities be sustained?
The best ways to sustained online communities is to use the phase of engagement. Conrad and Donaldson (2011, p. 8-9) state, “the phase of engagement framework includes introductory community-building exercises, which build trust and help a group learn how to work together. As learners gain more confidence and expertise, they can be guided to use the phase of engagement”.

The roles and responsibilities

PHASE	LEARNER	INSTRUCTOR
1	Newcomer	Social negotiator
2	Cooperator	Structural engineer
3	Collaborator	Facilitator
4	Initiator/partner	Community member/challenger

(Conrad and Donaldson, 2011, p.9)

“Phase 1 activity focuses on introducing peers to one another in a creative and fun manner.
Phase 2 activity focuses on two peers working together.
Phase 3 demonstrates a reflective activity
Phase 4 exhibits how learners can be provided with the opportunity to lead an activity in the online community” (Conrad and Donaldson, 2011, p.11)

What is the relationship between community building and effective online instruction?
The relationships are:

• Clear goals and expectations for learners,
• Multiple representations of course content,
• Frequent opportunities for active learning,
• Frequent and constructive feedback,
• Flexibility and choice in satisfying course objectives, and
• Instructor guidance and support.

http://cguevara.commons.gc.cuny.edu/files/2009/09/learning-effectiveness.pdf

 

References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. 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.
Learning effectiveness online: What the research tells us Retrieve from http://cguevara.commons.gc.cuny.edu/files/2009/09/learning-effectiveness.pdf