Vesley,
Bloom, and Sherlock (2007) remark that attrition rates for distance
learners is10-20 % higher than for learners in traditional classrooms. Strategies
to address and reduce attrition rates have led to research on the impact of
learning communities in the online setting. A literature review by Vesley,
Bloom, and Sherlock revealed a clear relationship between retention, improved learning,
and participation in learning communities. Pratt and Palloff (Laureate
Education, Inc., 2012) further discuss the importance of developing online
learning communities and offer ideas on how faculty can build strong online
environments that support and encourage learning communities.
Pratt and Palloff (Laureate Education, Inc., 2012) assert
there are three main interconnecting elements that form effective online
communities. The first two are people (learners) coming together for a common
purpose, to learn. Course delivery or the process is the third element, which
relates to engaging students through community building. Some essential elements
of online community building are: 1) a strong instructor presence; the
instructor needs to model appropriate online interaction by being present
daily, and during the first two weeks, multiple times a day, 2) sending a
welcome letter to students before the class begins, 3) having learners post
introductions, sharing some personal interests, and 4) helping student get
comfortable with the technology through course orientation (Laureate Education,
Inc.; Vesley, Bloom, & Sherlock, 2007).
Pratt and Palloff (Laureate Education, Inc., 2012) further
share that participation in learning communities increases student satisfaction
with online learning and improves learning outcomes through co-creation of
knowledge. Students feel a greater sense of community as they collaborate to
problem-solve and develop new ideas (Vesley, Bloom, & Sherlock, 2007). In
addition, instructors must become an equal member of the learning community,
engaging students individually while facilitating student-student interaction.
Sustaining a learning community requires effort from all
stakeholders; faculty, administration, learners, and technical support.
Ensuring the learning environment meets all accrediting standards requires
support from all parties and is an on-going process. Furthermore, developing
guidelines that outline the rules of engagement at the course and institutional
level, demonstrate compliance with state and federal educational standards (Laureate
Education, Inc., 2012).
It is clear that developing and maintaining an active,
engaged learning community takes effort, and a strong conviction for supporting
student learning in the online environment. For faculty, key points include 1) modeling
expected behaviors and interactions, 2) facilitating and encouraging student
participation, 3) responding to students concerns in a timely manner, and 4) establishing
and maintaining an atmosphere of open, safe communication (Vesley, Bloom, &
Sherlock, 2007). This blog touches on a few essential elements in building and
sustaining online learning communities.
References:
Laureate Education, Inc. (Executive Producer). (2012).
Online learning communities. Baltimore,
MD: Author
Vesley, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community:
Comparing faculty and student perceptions. MERLOT Journal of Online Learning
and Teaching, 3(3). Retrieved from http://jolt.merlot.org/vol3no3/vesely.htm
Linda, I enjoyed reading your synthesis of the importance of community building in online courses. You provided excellent recommendations for how these communities can be sustained. I also discovered additional factors as offered by Rovai (2002; as cited in Maddix, 2013, p. 143-144)) to help sustain learning communities:
ReplyDelete1. Transactional distance: the communication and psychological space between learners and instructors…which is minimized when there is frequent discussion amongst students and educators.
2. Social presence: intentional communication between all participants in the community of learners.
3. Social equality: ensuring equal opportunities for all students to participate in class.
4. Small group activities: which help students to connect better with each other.
5. Group facilitation: teachers become better at active listening as facilitators and can, therefore, become more skilled at enhancing group discussion and promoting community.
6. Teaching style and stage of learning: using varied methodologies for facilitating in order to engage the learning styles and needs of diverse students.
7. Size of community (course): keeping class size between 10-15 students in order to better focus on effective learning.
If educators can also draw on the above factors when designing and delivering online courses, then conceivably they will be able to promote satisfaction among the students who take them (p. 144).
Reference
Maddix, M. A. (2013, Spring). Developing online learning communities. Christian Education Journal, 10(1), p. 139-148.
Sara, Thanks for the additional resource. Maddix makes some excellent points about building effective online learning communities. However, I can't imagine administration going along with #7 keeping the class size between 10-15 students. Where I work, the maximum for an online course is 30 students. Possibly Maddix would break a larger class into two-three smaller learning communities.
ReplyDeleteLinda, I definitely agree that it takes everyone involved in a course being engaged to have a great online community. I can see how attrition could be higher since many people are intimidated by taking online courses. Especially when it comes to not being comfortable with technology. Even I am having to use a friends computer right now because my computer at home crashed this week. I agree too that having an instructor that is connected with the class and helps guide the students through the learning process is critical. Thank you for sharing.
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