Online Learning Communities

Facilitator’s role might not be apparent so they need to explain to students how they will be supporting them in learning community approach(Palloff, & Pratt, 2011).  You can use learning communities in any context. Learning communities have to have a purpose to connect the people through an engaging process(Palloff, & Pratt, 2011). There has to be a social presence and method of interactivity to establish a sense of who we are(Palloff, & Pratt, 2011).  Rules of engagement need to be established such as how students will engage, frequency, meeting compliance with federal guidelines. It’s everyone’s responsibility to create a successful learning environment (Palloff, & Pratt, 2011). 



The instructor is a critical component of the learning community as an equal member. Student satisfaction increases and perception increases because students feel they are more a part of something larger(Palloff, & Pratt, 2011).  The social pressure to succeed is greater in developed learning communities where students feel a sense of connection. The first two weeks of the course are the critical point of connection in an online learning environment(Palloff, & Pratt, 2011).  The human approach of connecting with the students early helps to prevent them from dropping out of the course.

New Student Orientation:


• Allows students to know one another
• Introduces students to the Learner-Course Management System
• Orients students to the philosophy of online learning (Palloff, & Pratt, 2011).


Online Learning communities are sustained through:


• Students establishing their own learning goals
• Students working together in groups
• Exploring appropriate resources to answer meaningful questions
• Tasks that are multidisciplinary and authentic, with connections to the real world
• Assessment that is ongoing and performance based
• Products that are shared with an audience beyond the classroom so students are able to add value outside of the learning environment (Conrad, R., & Donaldson, J. A. 2004)
• Posting information
• Addressing problems
• Commenting on activities
• Engaging in activities


Adult learners are easily overwhelmed by the use of technology the use of technology should be to enhance the learning environment not to simply add bells and whistles(Palloff, & Pratt, 2011).  Learning communities need to be easy to navigate. Make the classroom feel warm and inviting verses cold and formal(Palloff, & Pratt, 2011).  Instructors need to visit the online classroom multiple times a day for the first two weeks. Welcome students to post a bio and try and relate to students personally. Offering a icebreaker activity helps build a sense of community among learners but should not contain a grade because many learners do not feel comfortable with participating in these activities(Palloff, & Pratt, 2011).  Building a community is the key to a successful online learning community remembering that everyone in the community plays a key part in the environment and that all members are important is essential.


References:



Boettcher, J., & Conrad, R., (2010), The Online teaching Survival Guide. Simple and Practical Pedagogical Tips. San Francisco, CA. Jossey-Bass.


Conrad, R. & Donaldson, J. a. (2004). Engaging the online learner. Activities and resources for creative Instruction. San Francisco, CA: Jossey-Bass.