RSA 4: Building an Online Learning Environment: Communication, Cooperation and Collaboration.

http://frank.mtsu.edu/~itconf/proceed01/19.html

The readings in Module 7 discuss the necessary requirements for developing an online learning community. The needs of an online learning community differ from the needs of a face-to-face classroom environment in that norms must be established for effective communication. There are responsibilities on behalf of both the instructor and the students, in that they must establish effective modes of communication that will be carried out throughout the course. Paloff and Pratt (2007) write, “the ability to remain flexible and open and to relinquish control are characteristics that make not only for successful instructors in this medium but for successful learners as well” (p.124). Before beginning the course, the authors suggest making these norms known so that there is an established protocol for communication.

Building and Online Learning Environment also addresses the need for norms within the online learning communities. The authors suggest that in addition to creating norms, there should be a sense of personal community in order to facilitate greater online learning. Misanchuk and Anderson (2002) write, “we feel that one of the most important indicators of a learning community is the first: when students communicate not only on an academic level but on a personal level”. They argue that until the personal relationships are in place, there will be a lack of community present.

The readings in Module 7 relate to the article in that one of the key elements in creating a learning community online is the formation of personal relationships. There must be a level of understanding and personal respect before communication and relationships in the online classroom can form. With the move to have more online discussions in the classroom environments, these factors must be taken into consideration and should be addressed at the beginning of each course.

References

Misanchuk, M. & Anderson, T. (2002). Building community in an online learning environment: Communication, cooperation and collaboration. Proceedings of the Teaching Learning and Technology Conference, Middle Tennessee State University, April 7-9. Retrieved from http://frank.mtsu.edu/~itconf/proceed01/19.html

Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective strategies for the virtual classroom, (2nd ed.). San Franciso: Jossey-Bass. ISBN: 978-0-7879-8825-8, pages 157-204.

RSA 3: Interconnecting Networks of Practice for Professional Learning

http://www.eric.ed.gov/PDFS/EJ920740.pdf

The readings and module 5 discuss the positive and negative implications of online learning, and further address the impact that community has on online learning. Paloff and Pratt (2007) indicate many positive results of learning online, but also show the need of human contact within the learning process. They write, “textual communication is a great equalizer, promotes a sense of relative anonymity, and can prompt us to be more thoughtful about what we say online…but the risk of isolating ourselves from face to face contact in the process does exist” (p.48).

The article Interconnecting Networks of Practice for Professional Learning reports on a study of teachers in New Zealand who are in an online graduate degree program. Through this study, the author found that interpersonal connections were not forged because of this online relationship. Mackey and Evans write, “There was evidence of sharing practices and understandings in the networked environment, but generally these were limited to the assessment and practicalities of completing the course” (p. 11). Mackey and Evans further present the conclusion that to achieve the potential of online learning communities, they must “encourage the often invisible interactions that learners have with those outside the formal course structure” (p. 13).

The passages in Building Online Learning Communities can be closely connected with the article. The study gives a first-hand account of the complications that can form in community with online learning, and discusses what can be done to avoid them. Paloff and Pratt outline the benefits and potential downfalls of online learning which correlates with the New Zealand study.

References

Mackey, J., & Evans, T. (2011). Interconnecting Networks of Practice for Professional Learning. International Review Of Research In Open And Distance Learning, 12(3), 1-18.

Paloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom, (2^nd ed.). San Francisco: Jossey-Bass. ISBN: 978-0-7879-8825-8, pages 3-65.