Online Learning Communities

Because the landscape of higher education is being changed by the growth of online courses “the development of learning communities in online courses is essential to effective learning” (Maddix, 2013, p. 139).  A crucial goal in online learning is the development of learning communities which provide opportunities for students and instructors to share learning and life together and focus on purpose.  This, then, results in collaborative learning which research has shown is essential to the advancement of these communities and the attainment of desired course outcomes (Palloff & Pratt, 1999; as cited in Maddix, 2013).

Palloff and Pratt (Laureate Education, Inc., 2012) identified three essential elements involved in building online learning communities.  These are people, purpose, and process.  People need to communicate, interact, and connect with each other and develop a social presence through text.  This allows others to see who they are and their human characteristics.  Purpose explains why the class has come together, administrative policies and issues, and also encompasses guidelines for communication as well as rules of engagement and participation with other learners.  Process involves the interaction of student with student and student with educator.  It also includes educators empowering learners to be self-directed in their learning in a social constructivist manner that results in learners engaging with each other in order to understand content and, together, make meaning.

Online learning communities impact adult learning significantly because they create an awareness or perception of co-created meaning and knowledge.  These communities are reflective because one component of their work is continuous reflection.  They also produce transformative learning because of the nature of the active learning in which they are participating.  Online learning communities move learners toward increased self-direction and reinforce their social presence.  Students’ satisfaction with online education, then, increases because their perception of learning has been augmented as they sense more and more that they are valuable to the learning process (Laureate Education, Inc., 2012). 

Online learning communities can be sustained in multiple ways.  First and foremost, instructors must help learners understand that both educators and students are equal participants in the learning process and the building of the learning community.  Students must also be allowed to establish their identity in the learning community through introductions and ice breaker activities.  Educators should get to know their students and make sure that they are familiar with the technology that will be used in the online class.  To accomplish this, a week-long new student orientation could be added to the course curriculum.  It is also important to keep the technology simple at the start of the class and then gradually build on it as the course progresses.  In addition, it is crucial that educators, during the first two weeks of a course, recognize those learners who are waning in their participation and reach out to them to show their concern for having them remain a part of the learning community (Laureate Education, Inc., 2012).

Finally, the relationship between community building and effective online instruction is evident in the fact that learners provide their fellow students with support in the learning process.  They study course content together and co-construct meaning and understanding of that content.  Furthermore, as students are challenged by each other and exchange appropriate and professional feedback with each other, learning is enhanced and becomes more active and significant (Laureate Education, Inc., 2012).  

References

Laureate Education, Inc. (2012). Online learning communities [Video webcast]. Retrieved from http://www.courseurl.com

Maddix, M. A. (2013, Spring). Developing online learning communities. Christian Education Journal, 10(1), p. 139-148.