EDU 654 Blog Post #3 - Using Technology: Sense of Community

Using the Technology: Sense of Community

What makes a learning management system (LMS) a platform that can deliver a sense of community (SoC)?  Is it a splash page with a colorful banner and a funny little character like the one on this blog page?  Or, is it the inclusion of apps like Padlet and Voki embedded in the learning modules?  While these can have a positive and energizing impact, it is the instructor that sets the stage and leads the way. Shackelford and Maxwell (2012) found:  

The instructor must be aware of the importance of his or her communication in showing students how to engage in behaviors that build community in an online course. Students observe instructor behavior and learn from it, taking cues in such areas as initiation of conversations, acceptance of opposing viewpoints, offering of encouragement, and use of tact in disagreements.

Synchronous discussion webinars not only give the instructor and students the opportunity to bond, it also encourages spontaneous critical thinking.  Morrison (2012) found most instructors wanted students to become interested in the topic, motivated to explore and ask questions, learn and think by means of discourse and discussion, and finally to think critically, apply the knowledge to other areas, draw conclusions and demonstrate knowledge. 

The virtual classroom is the perfect space for individualized learning, but the social interaction to support the community that exist within that space is discussion.  Having discussions among a large number of students can make participation challenging.  Akcaoglu and Lee (2016) found that by manipulating group size, students' perceptions of cohesion, and sociability were positively increased in asynchronous class discussions. 

In my current training environment, I do get a chance to use colorful splash pages, synchronous discussion as the classes are designed as hybrid learning, and there is a carve out for asynchronous discussion.  It is my plan to expand the utilization of different learning apps to keep my training participants both engaged and learning something new about technology.

References

Akcaoglu, M., Lee, E. (2016).  Increasing social presence in online learning through small group discussions.  International Review of Research in Open and Distributed Learning, 17(3).  Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2293/3680

Morrison, D. (2012).  Critical thinking in the online classroom.  Online learning insights a place for learning about online education.  Retrieved from https://onlinelearninginsights.wordpress.com/2012/05/24/critical-thinking-in-the-online-learning-classroom/

Shackelford, J. L., & Maxwell, M. (2012).  Contribution of learner–instructor interaction to sense of community in graduate online education.  MERLOT Journal of Online Learning and Teaching 8(4).  248-260.

EDU 654 Blog Post #2 - Asynchronous and Synchronous Facilitation

Asynchronous and Synchronous Facilitation

            The online classroom was a concept that I was skeptical of as an online learner, while at the same time eager for the challenge to become a participant in the virtual classroom.  When I began studying for my first graduate degree the online classroom still had that new car smell.  It was in 2005 and the instructors in my health science program were either fully committed to online facilitation, or they simply tried to copy and paste their face-to-face (F2F) course into a learning management system (LMS).  Simply put the instructors had either lifted anchor and set sail to the shores of the online classroom, or remained tethered to the beach. 

            The same analogy can be used for the consideration of asynchronous and synchronous facilitation.  Steven Tello, associate director of distance learning, continuing studies, and corporate education at the University of Massachusetts-Lowell found that asynchronous discussions are:

most appropriate for lasting, thoughtful contributions to an entire class or course team. They are ideal for the sharing of course resource and materials, both as postings within a course and as a place to share documents and media files.  Threaded discussions can be organized around lessons, topics, teams, or whatever makes the most sense within one’s course (para. 9). 

The social learning tool Flipgrid offers a discussion platform for all levels of learning.  As a student I have used Flipgrid and found it allowed for spontaneous engagement as opposed to the LMS discussion board.  This YouTube video gives a less than 2-minute peek into what Flipgrid is about.

            Hanna et al. (2013) found the use of synchronous online teaching tools will likely increase in the future as they provide opportunities for immediate group interaction, decision making and consensus which are important aspects of the collaborative process.  As this video short explains Cisco Webex allows for a class to assemble at the same time live collaborative learning is best.  

            In my current organization the learning structure remains tethered to F2F facilitation on land.  It is my goal to move the needle on the training and development into the 21^st century online learning environment. As a student I have used Flipgrid and Webex and found both fun and engaging.  If you have suggestions of asynchronous and synchronous tools please share for, I am receptive to new ideas.

References

Kelly, R. (2004). The connection between instructional interaction and student persistence.

Online Classroom, p7-8. 

Hanna, E., Soren, B., Telner, D., MacNeill, H., Lowe, M., Reeves, S (2013).   Flying blind:

The experience of online interprofessional facilitation.  Journal of Interprofessional Care, 27(4), 298-304.  doi: 10.3109/13561820.2012.723071