Community. This is an important aspect of human life as humans are social beings. In the classroom this is a word that captures an idea and helps to determine both the depth of interaction and levels of learning that a student can achieve. In an online classroom it can be the difference between an enriched learning experience and one that is tedious or complicated.
So, why is it that community can play such a huge role in the online environment? Boettcher and Conrad (2010) discuss the differences between the community that forms in a face to face classroom where students have more casual contact and the requirements for more structured and intentional community building because of the fact that students can be separated by space and time. Community in an online environment is important because it sets the stage for information sharing and creating an environment of support (Boettcher & Conrad 2010). According to Boettcher and Conrad (2009) this kind of environment can be created and maintained by active planning on the part of the course designer, maintenance of presence by the instructor, and the creation of spaces for student sharing. Students maintain that this kind of community is important (Ouzts 2006; Xiaojing, Magjua, Bonk & Seung-hee 2007) though the manner of the community and the role of faculty is still something to be researched.
Some essential elements are dialog, grouping strategies, and presence of both the instructor and the other learners (Boettcher & Conrad 2010). In addition to these essential elements, some researchers argue that utilizing specific learning theories as a backbone of design and implementation can increase a sense of connectedness, specifically constructivist learning theories (Ouzts 2006). Additionally, different activities can lead to a better sense of community as Perry, Dalton, and Edwards (2008) discuss; in fact they explain in their conclusion that now that community has been shown to be important to learning experiences, it is the duty of instructors to look for additional ways to increase student engagement.
Over time a community can be sustained online through design and facilitation. The specific learning goals and the instructor's presence can help to inspire the community to support each other and the learning activities and groupings can bring students closer together. Students value a sense of community and a variety of technologies can help to provide students with multiple ways to connect. In the end, the success of the online community will fall back on the intentional design of the course and the meaningful facilitation of the instructor.
Some essential elements are dialog, grouping strategies, and presence of both the instructor and the other learners (Boettcher & Conrad 2010). In addition to these essential elements, some researchers argue that utilizing specific learning theories as a backbone of design and implementation can increase a sense of connectedness, specifically constructivist learning theories (Ouzts 2006). Additionally, different activities can lead to a better sense of community as Perry, Dalton, and Edwards (2008) discuss; in fact they explain in their conclusion that now that community has been shown to be important to learning experiences, it is the duty of instructors to look for additional ways to increase student engagement.
Over time a community can be sustained online through design and facilitation. The specific learning goals and the instructor's presence can help to inspire the community to support each other and the learning activities and groupings can bring students closer together. Students value a sense of community and a variety of technologies can help to provide students with multiple ways to connect. In the end, the success of the online community will fall back on the intentional design of the course and the meaningful facilitation of the instructor.
References:
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Ouzts, K. (2006). Sense of community in online courses. Quarterly Review Of Distance Education, 7(3), 285-296.
Perry, B., Dalton, J., & Edwards, M. (2008). Photographic Images as an Interactive Online Teaching Technology: Creating Online Communities. International Journal Of Teaching & Learning In Higher Education, 20(2), 106-115.
Xiaojing, L., Magjuka, R. J., Bonk, C. J., & Seung-hee, L. (2007). Does sense of community matter?. Quarterly Review Of Distance Education,8(1), 9-24.
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