Improving Community in Online Learning
Background:
Teaching and learning is something that takes place in classrooms. These classrooms have desks in rows that face the chalk board. The teacher stands at the front of the class leads students through a lecture. The students sit quietly, listening to the teacher’s voice while taking notes.
This stereotypical description of education is no longer relevant with the introduction of online courses of study. We’re very familiar with the traditional face to face classroom experience. But what consequences arise when classmates, pencils, eye contact, voice, and the very classroom are removed from the equation?
Constructivist Learning Theory:
Constructivist learning theory teaches that students learn best by discovering knowledge. The concept of learning is not limited to a lecture, an assigned reading, or memorization for a multiple choice test. Knowledge evolves as it is constantly reinterpreted in light of new experiences. A community of learners are able to share individual experiences whereby guiding the community to a deeper awareness of truth (Ally, 2004).
In a traditional face to face educational setting, this is easily accomplished through group problem-based learning. Problem-based learning challenges students to work out a real-world problem with no single solution (Learning, 2006). Here, the focus is on the students’ application of knowledge. Students can see, talk, listen, touch, gesture, and respond immediately to one another while actively engaged in constructive learning.
Online Course Offerings on the Rise:
According to research performed by the Babson Study Research Group, more than 96-percent of the largest universities in the United States are offering some online courses. In the fall 2005 semester, 3,180,050 students were enrolled in online courses (Allen, 2006). Demand for online courses and degree programs will continue to increase and most schools will adopt this new educational channel to reach new students.
Potential for Problems:
Many schools are using a course-management program, such as WebCT or Blackboard, to conduct online courses. This delivery system poses some challenges. Chisholm (2006) warns that such management programs have potential negative repercussions for faculty. “Faculty who use commercial course-management software become almost invisible, which is exactly the point. This invisibility contributes to the illusion that the twenty-first-century instructor is a generic, easily replaceable part in a larger Automated Education Machine. Insert coin, select required cognate” (p. 39).
There exist far fewer pedagogical studies into the delivery of online instruction than traditional face to face instruction simply because online education has only been a viable option for under a decade. In essence, online instructors are learning to teach online as they teach online. Faculty may be unprepared and uneducated on how to transition from the classroom to the Internet. Most agree that constructivist learning theory works well in an online environment. “Students demonstrate more positive attitudes and higher levels of performance when online classes are highly interactive, but many faculty about to embark in online teaching are not aware of the techniques available to increase the level of interactivity in online courses” (Durrington, 2006, p. 190).
Proposed Solutions:
The purpose of this study is to produce a "best practices" guide for building community in online learning. Using mindtools and emerging technologies, we will examine ways that improve the sense of community in an online environment. We have identified these methods because they represent technologies that many students are already familiar with and may use regularly in social contexts. Please click on the links below to learn more.
1. Facebook
2. Blogging
3. Instant Messaging
4. Case Study: iTunesU in Practice
NC Posse is...
Sources
- GTCC Teams up with Apple - Greensboro News and Record
- Ally, M. (2004). Foundations of Educational Theory for Online Learning. In Theory and Practice of Online Learning. (pp. 3-31). Athabasca, AB, Canada: Athabasca University.
- Bender, T. (2003). Discussion-Based Online Teaching To Enhance Student Learning: Theory, Practice, and Assessment. Sterling, VA: Stylus Publishing, LLC.
- Chisholm, J. (2006, January 1). Pleasure and Danger in Online Teaching and Learning. Academe, 92(6ov-Dec), 39. (ERIC Document Reproduction Service No. EJ746693) Retrieved June 13, 2007, from ERIC database.
- Durrington, V., Berryhill, A., & Swafford, J. (2006, January 1). Strategies for Enhancing Student Interactivity in an Online Environment. College Teaching, 54(1), 190. (ERIC Document Reproduction Service No. EJ744362) Retrieved June 13, 2007, from ERIC database.
- Elaine, I. A., & Seaman, Jeff. (2006). Making the Grade: Online Education in the United States 2006. Sloan Consortium. Retrieved June 13, 2007, from http://www.sloan-c.org/publications/survey/pdf/making_the_grade.pdf.
- Learning Theories Knowledgebase (2007, June). Books and Resources at Learning Theories. Retrieved June 13th, 2007 from http://www.learning-theories.com.
Meetings
| Who |
When I can meet |
| Kerri |
Every day 7pm-Last person standing |
| Marc |
Every day 7 - 10PM |
| Britt |
Every day 8-11 PM |
| Emily |
Every day 8-12 PM |
| Dan |
8-11 PM, except for 9:15-9:22 |
Drafts
Keep your drafts here so you can refer to earlier versions.
Draft 1
Draft 2
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