This highly interactive session explores the concept of an "online learning community" - what it is, why it is important, challenged faced, and strategies for implementation and assessment. Reasons why an online course may lead to poor student performance and an unmanageable instructor workload has been traced to a lack of online community. Factors found to have positively influenced student engagement and retention in an online course format include: enhancing students' comfort level with technology; developing sensitive online instructors who know how to generate trust, collaboration, and credibility; and creating a safe environment for students to communicate (Hiltz & Shea, 2005).
Students are often not prepared to learn online and faculty members may know little about how to assist students when learning online or with blended course formats (Rodriquez & Nash, 2004; Schrum & Hong, 2002). Hiltz and Shea (2005) explained, "Interaction with the teacher is the most significant contributor to perceived learning" (p. 155). Students who do not have adequate access to their instructors felt that they learn less and were least satisfied with their courses.
In addition, studies of the online learning environment have explained that involvement or "social presence," also known as a feeling of connection and community among learners, has contributed positively to learner satisfaction and learning outcomes with online courses. This happens when online learners have a long period of interaction and exchanged sufficient information to develop interpersonal knowledge and build relationships. In addition to the social aspect of the learning community in an online classroom, new knowledge can be created as the result of collaborative learning between participants. Online collaborative groups can achieve some of the same affective learning outcomes as face-to-face groups, however, it takes more effort to create and nurture than it does in the in-person environment. When achieved online, additional benefits of more equal participation can actually increase communication among students who may not speak up as often in a face-to-face classroom. Therefore affective learning outcomes can be achieved online, but it depends on the ability of instructors and students to create social presence.
We will briefly examine pedagogical theories behind online community building and the role of a learning community in conducting an effective online course. The presentation will center on providing examples of effective online community building techniques and demonstrating how pedagogical strategies and technology tools can be used to build community in an actual online undergraduate marketing course. Tools demonstrated to further enhance community and student engagement will include student photos, audio clips, video, D2L chat, Skype, instant messaging, podcasting, and best practices for online discussions. Great discussions that engage students in learning and building community are the heart of the most successsful online or blended courses.
Topics will specifically address the challenges of building an online community based on lessons the instructor learned over six years of online teaching. Challenges include engaging students, achieving learning outcomes, managing workload, and creating a sense of belonging so students are motivated to complete the course. Outcomes of building successful learning communities will also be shared including a sense of caring between instructors and students and students and students that leads to higher learning outcomes and increased perception of instructor's ability to facilitate learning. Results of instructor evaluations will be shared that assessed the success of online community building.
Key lessons the audience will take back include:
- Content should be well organized (reduce uncertainty, students can be efficient)
- Use rubrics & templates (reduce uncertainly, increase instructor efficiency)
- Set consistent deadlines (reduces uncertainty)
- Communicate frequently (much of the learning occurs in such exchanges)
- Build rapport between students and you (helps keep everyone motivated)
- Use public discussion forums - a venue for casual interactions and conversations
- Provide feedback - frequent and constructive communication
- Build trust - honest interaction/feedback among students and instructor
- Encourage group learning - students help each other with guidance from instructor
- Make it personal - incorporate humor, pictures, self disclosure
- Make it social - develop a positive social atmosphere and nurture a sense of community; mix up groupings
Delivery Style
This session includes extensive interactive exercises throughout the presentation that engages the audience and demonstrates the importance of building learning community and constructing effective discussions. Theory and practice are demonstrated by viewing and discussing examples in an actual course. Small group moments are provided to develop and demonstrate the power of community, and audience contribution/feedback is solicited throughout the session. At the conclusion of the session, attendees are prompted to share one idea learned that builds a positive online community in a course. Due to the interactive nature of and substantial interchange solicited among the two presenters and the audience, a third presenter is not necessary -- indeed the audience is the "third presenter."
