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This week’s reading discussed the importance of the human involvement and understanding of how to make online learning with technology successful. Rena M. Palloff and Keith Pratt bring to light the critical roles of both the teacher and the learner in “Building Online Communities: Effective Strategies for the Virtual Classroom”. The authors state they believe the main elements to creating successful learning communities include: “honesty, responsiveness, relevance, respect and empowerment” (22). And while many people are aware of their ethical rights to safety and privacy while using technology, many have difficulty reaching beyond the fact that there is a strong lack of face-to-face contact while using online learning. Palloff and Pratt touch base on technologies that allow voice-overs and synchronous interactions, but also go on to state the difficulties of reaching out to students who are more withdrawn (48). It is important to understand that many of the same behaviors learners will display in a physical classroom, people can just as easily shy away from discussions, they can exhibit in an online forum (49). These are reasons why it is important for both the learner and presenter to know how to use many forms of communication and technologies to reach each other in various ways. Remembering that “it is people who are using the machinery that makes the course go” and that the instructor and students must establish comfortable terms of communication that can be maintained from beginning to end will create successful experiences.
It is clear that online learning is on the rise and that the results of using online learning have proven it to be a valuable tool. Qing Le discusses the significance of online forums to the world of online learning, reflecting that is a more attractive way to promote student participation because of its flexibility and allowing students more time to think over responses is appealing to both introverted and extroverted students (25). Ways for both students and instructors to create a positive learning environment while using the internet technologies include establishing the proper context, encouraging appropriate content, emphasizing the role of the facilitator, creating a manageable format, designing and developing a working system and conducting ongoing assessments (Qing Le, 26). For example, when establishing the context of the community, students should be encouraged to interact and use each other as resources by critically reviewing their peers’ work and providing appropriate feedback (26). And the facilitator should have a balanced role in discussion forums, rather than act as a lecturer (27). Achieving group cohesion results from clear and upfront expectations from the facilitator and active participation from the learners, means to initiate communication should be plentiful and appealing to all students.
With considerate planning and careful implementation by both the online facilitator and the online learners, a collaborative learning community with technology can be achieved. Maintaining open and constant communication is a vital element that must be utilized by both students and teachers. Many times students may feel a lack of understanding in online learning due to not having a physical classroom, but it should be known that they are responsible for their education and must make an attempt to reach out to peers and instructors. Consequently, students and professors using an online learning system must understand the need and abilities to make themselves available as a support system and valuable supply of information. Online learning is very different than being in a physically structured class, but attitudes of participation and roles should still be employed with the same sense.
References:
This week’s reading discussed the importance of the human involvement and understanding of how to make online learning with technology successful. Rena M. Palloff and Keith Pratt bring to light the critical roles of both the teacher and the learner in “Building Online Communities: Effective Strategies for the Virtual Classroom”. The authors state they believe the main elements to creating successful learning communities include: “honesty, responsiveness, relevance, respect and empowerment” (22). And while many people are aware of their ethical rights to safety and privacy while using technology, many have difficulty reaching beyond the fact that there is a strong lack of face-to-face contact while using online learning. Palloff and Pratt touch base on technologies that allow voice-overs and synchronous interactions, but also go on to state the difficulties of reaching out to students who are more withdrawn (48). It is important to understand that many of the same behaviors learners will display in a physical classroom, people can just as easily shy away from discussions, they can exhibit in an online forum (49). These are reasons why it is important for both the learner and presenter to know how to use many forms of communication and technologies to reach each other in various ways. Remembering that “it is people who are using the machinery that makes the course go” and that the instructor and students must establish comfortable terms of communication that can be maintained from beginning to end will create successful experiences.
It is clear that online learning is on the rise and that the results of using online learning have proven it to be a valuable tool. Qing Le discusses the significance of online forums to the world of online learning, reflecting that is a more attractive way to promote student participation because of its flexibility and allowing students more time to think over responses is appealing to both introverted and extroverted students (25). Ways for both students and instructors to create a positive learning environment while using the internet technologies include establishing the proper context, encouraging appropriate content, emphasizing the role of the facilitator, creating a manageable format, designing and developing a working system and conducting ongoing assessments (Qing Le, 26). For example, when establishing the context of the community, students should be encouraged to interact and use each other as resources by critically reviewing their peers’ work and providing appropriate feedback (26). And the facilitator should have a balanced role in discussion forums, rather than act as a lecturer (27). Achieving group cohesion results from clear and upfront expectations from the facilitator and active participation from the learners, means to initiate communication should be plentiful and appealing to all students.
With considerate planning and careful implementation by both the online facilitator and the online learners, a collaborative learning community with technology can be achieved. Maintaining open and constant communication is a vital element that must be utilized by both students and teachers. Many times students may feel a lack of understanding in online learning due to not having a physical classroom, but it should be known that they are responsible for their education and must make an attempt to reach out to peers and instructors. Consequently, students and professors using an online learning system must understand the need and abilities to make themselves available as a support system and valuable supply of information. Online learning is very different than being in a physically structured class, but attitudes of participation and roles should still be employed with the same sense.
References:
Linking Research and Practice to Improve Learning 48 (4), 24-28.
Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective strategies for the
virtual classroom, (2nd ed.). San Francisco: Jossey-Bass. ISBN: 978-0-7879-8825-8, pages 3-
65.
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