As outlined
by Dr. Palloff and Dr. Pratt (2010), in online learning communities, the goal
is a sense of co-created knowledge and meaning through learner-to-learner
engagement. One of the challenges of online learning relates to students
feeling disconnected to their classmates and instructor which can significantly
impact both student learning and satisfaction (Gray & DiLoreto, 2016). In a
similar topic of discussion that I have recently engaged in, I have expressed the
importance of instructors providing topics and content that are relevant to current
issues where students can connect practical and professional experience. This
is essential as an element to building and sustaining an online learning
community because learners may become more invested in course discussions, assignments
and their colleagues.
Furthermore,
establishing community building and effective online instruction helps a group
of learner’s bond and work well together and is important in online courses
given the potential for students to feel isolated and alone (Major, 2015). Community
building and effective online instruction is more than participation; it
requires moving from participation to engagement, involvement, and action.
The usability of a course is correlated to student satisfaction and learning. As I learn to become an effective instructor in the future, I will aim to develop quality courses that provide opportunities for interpersonal interaction. The following image below outlines ways to promote community in an online course.
Major, C. H. (2015). Teaching
online and instructional change: A guide to theory, research, and practice.
Baltimore, MD: Johns Hopkins University Press.
Walden University, LLC. (Producer).
(2010). Online learning communities [Video file].
Gray, J., DiLoreto, M. (2016). The
effects of student engagement, student satisfaction, and perceived learning in online
learning environments. NCPEA. Retrieved from https://files.eric.ed.gov/fulltext/EJ1103654.pdf
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