This week’s learning module centered on building effective online learning communities. Readings discussed methods for building online communities as well as a multitude of issues that can arise and need to be considered while working collaboratively online. It is becoming more apparent that learning in the 21st century is moving away from the normal classroom setting to online or hybrid formats, much like our current graduate program. When designing and implementing online courses, flexibility was discussed as being key. Also, the learning styles of students need to be considered and teachers “need to be diligent and deliberate in ensuring their (student’s) success (Palloff and Pratt, 5). Overcoming issues such as student’s not taking an active role, privacy, lack of human contact and support, as well as physical issues such as muscle or back pain and online addiction is another aspect of online communities that differs from traditional classroom settings.
In the professional article cited above, the high demand for online courses was explained and examples of how these demands are being met at the collegiate level were given. The study discussed teacher’s roles and how positive teacher actions can influence student learning, “education experts agree that faculty are the key element in creating and maintaining a quality online education program” (Jackson, Jones, and Rodriguez, 79). Faculty responsibilities such as e-mailing students, making personal connections, holding regular office hours, having clear procedures and expectations, handling technical issues promptly, were stated as some of the actions that directly resulted in student success and student satisfaction. Within this article, one can also find data from student evaluations on the effectiveness of online courses.
The article and the assigned module readings went hand in hand. Building online communities takes flexibility and responsibility on the part of both the student and the teacher. Although there are many issues that face both, the emphasis is on working together and building standards that result in a successful and meaningful experience.
References:
Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty Actions that Result in Student Satisfaction in Online Courses. Journal Of Asynchronous Learning Networks, 14(4), 78-96.
Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective strategies for the virtual classroom, (2nd ed.). San Franciso: Jossey-Bass.
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