Making Online Discussion Lively

Introduction

Web-based education tools provide many ways to increase communication
between class members and faculty, including discussion boards, chats, and emails. Researchers have found that adding these elements to a course increases student motivation and participation in class discussions and projects. By learning together in a learning community, students have the chance to expand and deepen their learning experience, test out new ideas by sharing them with supportive group, and receive critical constructive feedback (Palloff & Pratt, 2007). The probability of successful achievement of learning objectives and achieving course competencies increases through collaborative engagement. Online study is diverse from learning by attending lectures. The online discussions are a vital component in how you will learn from the course. Yet, we often find topics that may intrinsically motivate interest, whereas, most topic require contentious “twist” to make the topic motivating, and cause the participants to partake in the discussion.

Begin by reviewing the information indicated below related to online

discussions by clicking on the link. Next, consider your experience as an online learner in online discussion groups and collaborative projects. Then, reflect on the following questions as you compose your post:

• What makes a good online discussion?
• How does an instructor keep online discussion lively?
• What can instructors do if participants are swaying off the topic?

Video




By Wednesday:
Post your thoughts on maintaining good online discussion. Provide strategies that you will use to keep online discussion lively. Provide information indicating what an instructor can do if participants are swaying off a discussion topic.

By Sunday:
Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.

Respond to two or more of your colleagues’ postings in any of the following ways: In your response, draw a connection between the material posted using the following:

• Build on something your colleague said.
• Explain why and how you see things differently.
• Ask a probing or clarifying question.
• Share an insight from having read your colleague's posting.
• Offer and support an opinion.
• Validate an idea with your own experience.
• Expand on your colleague's posting.
• Ask for evidence that supports the posting.

Return to the Discussion in a few days to read the responses to your initial posting. Continue the dialogue as desired by responding to your colleagues’ thoughts.

References
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass

Resources

Teaching Critical Thinking through Online Discussions

Online Discussions

Generating and Facilitating Engaging and Effective Online Discussions

Click on the word "Rubric" to review the rubric
Rubric

Reflection

First of all as Dr. Palloff (2011) points out that we should ask complex, engaging questions rather than yes/ no questions. My goal was to ask questions that would engage my learners. I feel that the discussions were lively and showed evidence that this assignment prompted an engaging conversation. The participants engage with some very knowledge information. Discussion is the heart of an online course so therefore it is vital to encourage the learners to participate. According to Benfield (2002) “the most active and effective online discussions are highly purposeful and task oriented” (p. 1). We find that if learners do not observe an instant instructive value in the exercise, then they will not be predisposed to participate in the discussion. In the future, I will design online discussion to stimulate creative and critical thinking, and appeal to different learning styles. This can be done by integrating a variety of links to sounds, music, pictures, cartoons, simulations and graphics. As Walker (2005) acknowledge from his research “it can be a challenge integrating methods of learning and interaction to stimulate critical thinking in asynchronous discussions” (p 4). Most of the time courses are planned with only one procedure of interaction, such as answering and responding to questions.

References

Benfield, G. (2002). Designing and managing effective online discussions. Retrieved October 23, 2011 from http://www.brookes.ac.uk/services/ocsld/resources/briefing_papers/online_discussions.pdf

Palloff & Pratt (2011). “Assessing Interaction and Collaboration in Online Environments” (video).

Walker, G. (2005). Critical thinking in asynchronous discussions. Retrieved October 23, 2011 from http://itdl.org/journal/jun_05/article02.htm

Plagiarism Detection and Prevention

Plagiarism Detection and Prevention is the concern of most universities. Universities recognized plagiarism as a form of academic dishonesty and its occurrence is prohibited. According to an online article “What is Plagiarism?” (2011) plagiarism is a function of fraud which entails both stealing another person work and being dishonesty about it later on. Plagiarism is a word that is well-known in the education world. Educators work hard to find ways to instruct students in preventing plagiarism. According to Jocoy & DiBiase (2006) “Kohlberg and Hersh (1977) acknowledge that as a basic tenet of scholarly activity, educators have a responsibility to foster and maintain standards of academic integrity, which requires engaging students in the development of moral reasoning” (p. 1). In the past, the detecting of plagiarism was complex, but today due to online environment and technology preventing plagiarism is much easier. However, we find that “cheating is a little more visible in the classroom because we are online” (Palloff & Pratt, 2010). We are now a part of the age of “cut and paste” online information which makes it easier to plagiarize more that before. However, as Palloff & Pratt point out “many learners do not consider coping and pasting from websites as plagiarism.” Some students are not aware that they are plagiarizing. As Jocoy & DiBiase point out “writers’ uses of the works of others are not always deliberate” (p. 2).

As indicated by Jocoy & DiBiase (2006) “instructors’ ability to detect plagiarism has improved dramatically in the last decade” (p. 5). We find that there are tools that help the instructors better detect plagiarism. Jacoy & DiBiase (2006) identify “free online search engines such as Google allow instructors to track down copied phrases, while commercially available plagiarism detection software and online services (e.g., EVE; Turnitin.com) compare individual student papers to Web documents and/or to essay databases to find and report instances of matching text” (p. 5). I have had experience with Turnitin.com and found it to be great for detecting plagiarism. Other tools that I find of interest are CheckforPlagerism.net and Viper. CheckforPlagerism.net is a site that checks databases, Internet sites, publications, synonym & sentence structure, multiple document comparison and multiple languages (http://www.checkforplagiarism.net/, accessed August 1, 2011). Viper is a free download service that is utilize to help check editing, scans the Internet to check for plagiarism. Another thing acknowledged by Dr. Palloff and Dr. Pratt (2010) is to educate learners about copyright, fair use, plagiarism, and cheating." We find that we use search engines as a means of doing research. Nevertheless, the instructor must inform students that the Internet and its search engines are great tools to use in researching information, yet anything used for information must be cited.

How can the design of assessments help prevent academic dishonesty?

First, I believe that a rubric, if designed appropriately, would be great in preventing academic dishonesty. Rubrics are provided to permit the students the opportunity to know and understand the criteria of an assignment in order to evaluate their performance. Facilitators should reduce possibilities for plagiarism by attempting to design assignments that hearten students to examine, scrutinize, and synthesize information. When the work “test” is spoken to learners, they tend to become nervous and think about cheating. Therefore, we as educators should considered other options such as open book exams, or allowed the opportunity collaborate and work together if preferred. I feel that this will reduce the desire of wanting to cheat as well as boost their success rate. Dr. Palloff & Dr Pratt indicated that facilitators should construct the assignments to facilitate students to prevent plagiarism by collaboration, use of reference material, librarian, real-life anticipations, and authentic.

What facilitation strategies do you propose to use as a current or future online instructor?

As a future online instructor, I will first educate students about academic integrity. According to Jocoy and DiBiase (2006) “because academic integrity involves the development of behavior that reflects moral values, educators’ responsibility for addressing plagiarism may go beyond shielding students from copyright infringement” (p. 3). I will also spend time at the beginning of the course discussing standards of academic scholarship and conduct. Most students do not recognize when they are cheating because cheating means different things to different students.

I will educate students about copyright, fair use, plagiarism, and cheating. I will teach learners what plagiarism is and how to avoid it because we cannot take for granted that students understand the meaning of plagiarism. In order to help build the learning community, I technique will allow the student the opportunity to collaborate and work together in order to eradicate the feeling of needing to cheat. I will most certainly utilize one of the detection software’s mentioned in the lesson to help me in detecting plagiarism. I value Turnitin.com because I have had experience with this software. We find that most students have problems with paraphrasing; therefore, I will help them to improve their ability to paraphrase as well as learn to cite their material appropriate.

What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?

I will like to express to students that if it is not their idea or information please cite it. I find that I am guilty of not utilizing the librarian when help is needed. I will like to stress to the students to utilize the librarian. I find that as a facilitator, it is vital to be knowledgeable about the techniques of plagiarism. I feel that it important for students to understand the harm that plagiarism do to their credibility. I find that using software to help detect and prevent plagiarism is essential to students’ assignment. Academic honesty is encouraged if students are aware that their work will be examined.

Synthesis of my thoughts regarding the detection and prevention of cheating and plagiarism in an online learning environment.

The detection and prevention of cheating and plagiarism in an online learning environment is one of the concerns among universities as well as high school. In its most flagrant appearance, plagiarism is considered a means of intentional academic dishonesty anticipated to misinform the audience. Yet, we must bear in mind that according to Chao, Wilhelm, and Neureuther (2009) “plagiarism can be intentional or unintentional” (p. 33). Due to the use of the Internet, I believe that most plagiarism is done by coping and pasting from the websites.

According to Dr. Palloff and Dr. Pratt, they believe that most learners do not consider coping and pasting from websites to be plagiarism. I feel that this may be the case if they have a poor ability to paraphrase and cite credible material. As Dr. Palloff and Dr. Pratt point out that it is important to help learners improve their ability to paraphrase as well as their ability to cite appropriate in order to prevent plagiarism. I definitely believe that students should be taught about plagiarism as well as given evaluation tools in order to scrutinize their assignment. I do believe that most students cheat or plagiarize unintentional but it do happens (Palloff and Pratt, 2010). We must educate them about copyright, fair use, plagiarism, and cheating in order to prevent it.

What did you learn that would help you implement effective online instructional strategies in the future?

I have become aware that there should be a deliberate planned set up in order to educate students about plagiarism in order to implement effective online instructional strategies. As Dr. Palloff and Dr. Pratt indicate students plagiarize inadvertently because they just do not know. Therefore, we must be aware that many students simply do not know what plagiarism is. I feel that it is vital to discuss the benefits of citing sources in order that for students to learn that it is crucial to give proper credit to the originator of the work the utilize. According to Brown, Jordon, Rubin, and Arome (2010) “plagiarism has become a serious problem at institutions of higher learning” (p. 113). I found that there are a variety of detection software available for students in order to prevent plagiarism.




References

Brown, V., Jordan, R., Rubin, N., & Arome, G. (2010). Strengths and weaknesses of plagiarism detection software. Journal of Literacy and Technology, 11(1/2), 110–131.

Chao, C., Wilhelm, W., & Neureuther, B. (2009). A study of electronic detection and pedagogical approaches for reducing plagiarism. Delta Pi Epsilon Journal, 51(1), 31–42.
Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1-15
Palloff, R., and Pratt, K. Plagiarism and Cheating. Laureate Education, Inc. Retrieved August 1, 2011, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894963&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1

What is Plagiarism? (2010). Retrieved August 1, 2011 from http://www.plagiarism.org/plag_article_what_is_plagiarism.html

Impact of Technology and Multimedia

The Internet and multimedia are classified as technologies that have been around for quite sometimes. They are both constantly increasing in terms of use and technological evolution as well as rapidly converging over the Internet’s World Wide Web. Today, the community is encouraged by Web 2.0 tools. According to Dr. Palloff & Dr. Pratt (2010) Web 2.0 is useful in online environments only when they support the learning objectives. As Bates (2000) points out “multimedia can represent knowledge in more ways than text or speech can” (p. 40). Multimedia provides learners and instructors with unique learning resources that can be utilized in various ways to stimulate many forms of learning (Bates, 2000, p. 40). According to Boettcher & Conrad (2010) due to the technology and multimedia utilized in the online course, learning can be easily transferred from the traditional environment to face-to-face environment (p. 58). Involving technology in our learning environment has definitely demonstrated to be a positive move. Nevertheless, there is not a lot of communication about what is required to move a face-to-face format into the online environment. "Moving to the online environment means developing a new set of habits, tools, and practices, and that takes time, energy, and patience" (Boettcher & Conrad, 2010, p. 103). I have personally experienced switching to online and expanding new online learning in my instructive work.

What impact does technology and multimedia have on online learning environments?

When designing online course there are a lot to take in consideration. First of all, the impact technology and multimedia have on online learning environments. Technology and multimedia have a vast impact on the online learning environments. They are both an important part of the course management. Technology is the dynamic force while multimedia has prepared a way to personalize learning to an even higher education. Multimedia presents the capability to enhance learning. For example, multimedia can add clarity through multiple views through the use of Web 2.0 tools. Dr. Patloff & Dr. Pratt indicate that the Web 2.0 tools can support learners in their choices of reaching their goals. Multimedia can also provide opulence and sense, through video, to show as well as tell. As Bates (2000) points out “Multimedia technology affects both aspects of teaching and learning” (p. 40). Instructors want to be careful to avoid an overload of technology because too much of a good thing can have a destructive effect. Nonetheless, when technology and multimedia are integrated properly, the advantages are great for the learners.


What are the most important considerations an online instructor should make before implementing technology?

There are factors that the online instructor should take into considerations before incorporating technology and multimedia into their program. I see the most important considerations an online instructor should make before implementing technology is to design instruction to fit the needs of the learners as well as educational objectives to be achieved. The instructor should then consider what type of technology will be utilize for example videos, blogs, wikis, course management system, interactive games, etc. According to Boettcher & Conrad (2010) meeting the needs of learners implies setting up a shared learning community that will provide learners the self-assurance of working together, as well as offering clear means that will facilitate learners to take charge of their own learning. Meeting the needs of learners takes time and careful planning. Instructors should keep in consideration that learners come with diverse learning styles therefore a variety of learning activities and directions will be needed in the beginning. Some learners will need tutorial in using online learning tools. Boettcher & Conrad (2010) identify the best approach for initiating an online class is to keep it simple as well as focusing on the essential tools and constructing the first course around these tools (p. 57). As time and experience progress, move at a slow pace by branching out later as you teach the course a second or third time. Keep technology limited to what is well-known to both the instructor and learners. Avoid introducing several new technologies at one time. According to Wicks (2011) “This shift of learning from traditional materials to using Web 2.0 tools should cause teachers to rethink how they deliver content, and to seek ways to incorporate the tools students use for recreation to further their interest and education” (p. 1).

What implications do usability and accessibility of technology tools have for online teaching?

According to Cooper, Colwell, & Jelfs (2007) “accessibility and usability impact directly on the pedagogical effectiveness of elearning systems or resources for all learners, but particularly for disabled learners” (p. 233). Instructors should be aware that they are faced with diverse learners. They should prepare online instruction to meet the need of all learners therefore technology should be user friendly. The instructor and student should be able to evaluate applications in a way that is helpful to learning and instructing in order to have a successful learning community. The instructor should accommodate the learner in intricate ways.

An additional issue to reflect on is what the insinuations might there be for the usability and accessibility of the technology tools concerning online teaching. We must bear in mind that there can be a glitch in technology involving technical issues with operating, starting, etc. The online instructor should make the learners aware and provide a back up plan if there is a failure in technology. According to Conrad & Donaldson (2004) in terms of usability, allowing learners to utilize the technology with non-graded assignments prior to a graded assignment is a wonderful resource to exercise. This provides the learners with experience and direction before completing the actual assignment.


What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?

As an educator, I find utilizing visual in learning is essential. I am a believer of the saying “a picture is worth a thousand words” (Jarboe, 2010). I find videos to be a useful factor in learning. I have utilized YouTube a great deal to help me in my previous online class. I have also had the experience of designing a course management system.

I also find the blog and wiki to be very vital tools in the online teaching. Dr Palloff & Dr. Pratt (2010) identify blog and wiki as greats tools for managing a large group of students. I have had experience with both and will continue their use in my career in instructional design. Those are the two technology tools I've found very beneficial and provide a lot of opportunities for my development in the online learning environment.

I find that technology played a significance role in my online learning experience. Technology allowed me the opportunity to make a change from face-to-face instruction to online formats. Creating effective interactive learning environments for adult online course is vital for the success of students with flexible schedules. Therefore, being a full time worker with other obligations, technology has allowed me the opportunity to continue my education. I have found online education to be a great learning experience, although the use of technology can be a bit overwhelming. Through the use of technology, I have learned the significance of community learning as well as how to create an online learning community in the course of prudent direction by the instructor. In an online article “Emerging theories and online learning environments for adults” Wicks (2011) points out that “technology can enhance or defeat the building of community learning environments” (p. 1).

What did you learn that would help you implement effective online instructional strategies in the future?

I have learned that effective online instruction relies on learning experiences properly devised and facilitated by well-informed instructors. We find that instructors are faced with students who have diverse learning styles or a combination of styles; therefore, the instructors should create activities that address their methods of learning in order to offer considerable experiences for each learner. I learned that it is vital of utilize multiple instructional strategies when designing a course. I learned that when designing a lesson it is important that the learner is involved. Conrad & Donaldson (2004) stated, “The involvement of the learner in the course, whether one calls it interaction, engagement, or building community, is critical if an online course is to be more that a lecture-oriented course in which interaction is primarily between the learner and the content or the learner and the instructor” (p. 6). It is also vital that the instructor provide a high degree of interactivity and participation in online classes. In an effective online environment, the instructor and learner should be partner. Course should be design by involving technology at a slow pace in order to avoid overwhelming the learners. As Conrad & Donaldson (2004) point out “engaged leaning does not simple happen, but requires “architectural engineering” by the instructor. I also learned that the instructor should always be present because guidance is needed.


References
Bates, T. (2000). Teaching, learning, and the impact of multimedia technologies. EDUCAUSE Review. Retrieved July 27, 2011 from http://net.educause.edu/ir/library/pdf/ERM0053.pdf

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Palloff, Rena. & Pratt, Keith (2010) Video: Enhancing the online Experience
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894963&Survey=1&47=
5974603&ClientNodeID=984650&coursenav=1&bhcp=1 (Accessed Mar. 28, 2011)

Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and
resources for creative instruction. San Francisco, CA: Jossey-Bass
Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231-245. doi:10.1080/09687760701673659
Jarboe, G. (2010). If a picture is worth a thousand words, then is a video worth a million? Retrieved July 27, 2011 from http://searchenginewatch.com/article/2050522/If-a-Picture-is-Worth-a-Thousand-Words-Then-Is-a-Video-Worth-a-Million

Pitt, T. J. & Clark, A. (1997). Creating powerful online courses using multiple instructional strategies. Retrieved July 28, 2011 from http://www.cordonline.net/mntutorial2/module_1/Reading%201-2%20multiple%20strategies.pdf
Wicks, D. J. (2011). Emerging theories and online learning environments for adults. Retrieved July 27, 2011 from https://sites.google.com/a/boisestate.edu/edtechtheories/emerging-theories-and-online-learning-environments-for-adults-1

Setting Up an Online Learning Experience

According to Dr. Engvig (n.d.) online education is a swiftly developing, highly incoherent field. It fascinates specialists from varied academic backgrounds but these specialists have very little shared experience therefore this cause major setback when planning and implementing online education. Another challenge is that most instructors and professors teaching online is in lack of educational background or have very little. Their only structure is their own education, which typically consisted of a “sage on the stage” instead of a “guide on the side” approach needed in online education. Teaching online in the beginning is similar to trying to operate a car in a bizarre country. You are familiar with driving, just like you are familiar with teaching, except it is hard to get the hang of operating a car in a strange place. Setting up an online environment is an essential step to creating a positive learning experience. As Yu-Mei & Chen (2010) point out “educators hold the beliefs that learning takes place in a dynamic learning community where students actively construct knowledge through meaningful interactions, whereas a successful online learning community should possess three elements—cognitive presence, social presence, and teaching presence” (p.289).

What is the significance of knowing the technology available to you?

The significance of knowing the technology available permits one to create a set of learning experiences and challenges for their students. The first initial step is that the course facilitator will be required to become familiar with the institution primary tool, the course management system (CMS) such as the Blackboard (Boettcher, 2010, p. 97). According to the research of Tella (2011), “course management system is identified as a class of information systems that administer teaching and learning as well as created to support and enhance the organizational processes of content creation, storage and retrieval, transfer, delivery and application (p. 56). However, the Blackboard provides information or content to support teaching and learning (Tella, 2011).

Due to facilitating a class for the first time, a facilitator should focus on the essential tools such as uploading text documents, setting up and creating class discussions, and setting up and using the gradebook. (Boettcher, 2010, p. 57). As the facilitator progressively instructs online courses, he/she will become more familiar with all of the essential tools that are accessible. In order to effective manage large classes; I feel that it is vital that the facilitator split the discussions into groups. This will help prevent students from feeling overwhelmed in the discussion forum. This will also provide a facilitator the opportunity to make personal connection with students to avoid “cookie cutter” experiences in the online environment (Palloff & Pratt, 2010).

Why is it essential to communicate clear expectations to learners?

It is essential to communicate clear expectations to learners because high expectations are premeditated to generate a credible and pertinent space between participants’ current and future performance. Instructors need to make sure that the entire environment is supportive and non-threating in order to persuade learners to take risks, turn temporary failure into enduring success, as well as expand their learning skill (Smith, n.d.). A welcoming learning environment that conveys trust and respect is required before expressing high expectations so that learners are apt to respond more optimistically to high expectations (Smith, n.d.). For instance, the use of a rubric for a specific assignment is beneficial, because it scores utilizing a matrix with diverse characteristics basing it on a three-point scale system (Boettcher, 2010, p. 96). Yet, the rubric should be clear, precise and understandable to the student.
What additional considerations should the instructor take into account when setting up an online learning experience?

When setting up an online learning experience the instructor should take in considerations the course elements as well as the tools and applications utilized in teaching and learning online. Boettcher (2010) suggested essential course elements that must be finalized before initiating the course include syllabus, the weekly plans and discussion postings for the first weeks, and the course site (p.63). The syllabus is considered to be a significant part of any course, whether online or traditional because it provides a “bird’s-eye picture of the entire course so that the learner can plan his/her life accordingly” (p. 64). We find that visual is vital in assuring learning therefore communication tools, integrating technology, is useful in interaction with each other. These tools involve discussion board, chat, social network, and email. What I have learned that in addition to presenting students with information, it is vital to use visualization by means of technology to boost students learning performance. This can be done by means of audios and videos. As Boettcher (2010) points out “audio and video is utilized in creating a media-rich learning environment” (p. 59). Another consideration to take in consideration in an online course is assessment because it takes the instructor full circle from the start of the course to the outcome.
Since this course, I have become familiar with the use of technology as a means of integrating it into the classroom to foster students learning. I find the blog to be very beneficial in helping nurture children’s creativity and imagination in the classroom. I have learned that Web 2.0 can motivate and engage students. As an educator, it is my task to hook the most unwilling learner as well as boost students’ academic achievement which can be done by means of utilizing the Web 2.0.We must bear in mind that we now live in an international, knowledge-based economy. Our students must be able to master the necessary 21st century skills in order to survive in the world beyond the classroom such as exploring the Internet, assessing data, working collaboratively, and thinking critical.

I have learned that in order for an online course to be pleasant and effective, the instructor must do four things: 1) prepare the students for the course by mean of social presence; 2) design an effective course; 3) be visible in the entire process; and 4) create an effective learning community. I have learned that you must reach out to your students to let them know that you care. As Dr. Palloff and Dr. Pratt point out “they need to see you as a human being and know that you are concerned about them.


References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Engvig, M. (n.d.). “Online learning: All you need to know to facilitate and administer online courses.” Retrieved on July 11, 2011 from http://www.engvig.com/pdfs/mona_online_learning_all-you-need-to-know_overview.pdf

Pratt, K. & Palloff, R. (2010). Laureate Education, Inc. (video).

Smith, P. (n.d.). 3.1.7 Setting high expectations. Retrieved July 12, 2011 from http://cetl.matcmadison.edu/efgb/3/3_1_7.htm

Tella, A. (2011). Reliability and factor analysis of a blackboard course management system success: A scale development and validation in an educational context. Journal of Information Technology Education, 10, 55-80.

Yu-Mei, W., & Chen, D. (2010). Instructors as Architects-Designing Learning Spaces for Discussion-Based Online Courses. Journal of Educational Technology Systems, 39(3), 281-294. doi:10.2190/ET.39.3.e

Online Learning Communities

Walden’s video this week entitle “Online Learning Communities” presented Dr. Rena Palloff and Dr. Keith Pratt indicated that the creation of an online learning community can help facilitate course results and is the vehicle in which online learning is best delivered. In this video, Dr. Pallof and Dr. Pratt described the basis of creating a learning community for online facilitators.

How do online learning communities significantly impact both student learning and satisfaction within online courses?

The online learning communities significantly impact both student learning and satisfaction within online courses in a variety of ways. First, learning community is defined as an effective group of learners who supports one another in the learning process in order to explore the content in the course as well as to construct knowledge and meaning about the subject. It is stressed in this video that in order to create dynamic learning communities the facilitators and learners must be equal participants. Consequently, in the online learning community, the focus of intent is on the learner instead of the instructor. The online learning communities emphasize the learning process by assisting collaborative learning by interactively sharing experiences and knowledge. As Bruner (Conrad & Donaldson, 2004) points out, “development is intrinsically bound up with interaction” (pg. 4). The online learning community should by supported by the facilitator by means of a learning community approach. The course regulations of engagement should be obviously affirmed in order that the learner and facilitator are conscious of the course anticipation on input and other essential activities.

What are the essential elements of online community building?

As revealed by Dr. Pallof and Dr. Pratt, the essential elements of an online learning community are people, purpose, process, method, and social presence. The people are recognized as the learners and facilitators, yet the purpose is identified as the learning objectives of the course. In a learning community you will find common trust, mutual values, social interaction, and a manner of accommodating one another. A learning community is comprised of learners of geographical locations with diverse cultural values. The social presence is the student’s sense of presence in the midst of the group and the emotion that they fit in and become an engaged learner. The relationship is accomplished when the students covet learner to learner interaction as well as learner to instructor interaction. The learning community should be set up to provide the students with easy navigation and technology that are inviting to the learners. The learning environment must be accessible for millennial learners as well as “digital immigrants” identified as adult learners; nevertheless, a slower pace is recommended for adult learners. The students should be welcomed to class preferably by means of a welcome letter emailed to every student in the class as well as post it in the class. An icebreaker activity can also be utilized to kick off learner interactivity in a common and enjoyable approach.

How can online learning communities be sustained?

Recommendation of a new student orientation is essential so that learners become acquainted with each other and the course learning system. This will also promote the learners to become familiar with the login portal and the fundamental principles of distance learning structure. The online learning community can be sustained if the student has accomplished positive learning and a sense of belonging in the virtual learning environment. Facilitators of online courses are often engaged in a variety of activities planned to uphold the online learning even though it may not always seem clear to the learners. The instructor should be involved in the whole process. At the start of the course, facilitators must be endlessly measuring levels of participation, and detecting when a learner unexpectedly withdraws, perhaps signaling a need for a slower pace plus seal gaps in the individual student’s academic experience. Facilitators can reinforce the learning community as needed by scheduling live chat or conference calls over telephone. As Palloff & Pratt point out, instructional designers can ensure that the construction of a course upholds the wellbeing of the online community (2011).

What is the relationship between community building and effective online instruction?

Effective online instruction is very much encouraged by the online learning community. Although information is offered by books, nevertheless group interaction constructs connection among course content and prior knowledge. Constructing and upholding a online learning is essential in an online course.

References

Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Laureate, Inc. (n.d.). Online Learning Communities [Video podcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364570&Survey=1&47=6469801&ClientNodeID=984650&coursenav=1&bhcp=1

21st Century Learning Matters

Collaborative Training Environment

Reflect on the following real-world example for designing a collaborative training environment:

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

According to Beldarrain (2006) “Technology is responsible for distorting the concept of distance between learner and instructor, and enabling learners to access education at any time and from any place” (p. 139). Rising technologies offer opportunities for instructor-student in addition to student-student real-time and/or time-delayed collaboration. Beldarrain (2010) indicated that blogs, wikis, and podcasts are identified as web tools that promote interaction and collaboration connecting members of a group. Consequently, wikis is identified as a potential benefit in distance learning. According to Campbell (2010) “A critical benefit for distance students is that wikis offer convenience by allowing students to work asynchronously from different locations” (p. 84).

As an instructional designer, I will utilize the wikis to provide an outstanding collaborative environment which can permit individuals within the six regional offices that are separated by diverse locations and/or time zones to upload, edit, and distribute information in the form of documents and links to screen captures. One of the easiest and most inexpensive ways to perform training is by screen captures through the use of Jing ((http://www.jingproject.com) or Trailfire ((http://www.trailfire.com). Griffin (2010) stated that both provide a URL for the screencast that can be shared via e-mail or instant message or on a webpage. Therefore, I will provide each individual with and URL address. I will also use CamStudio to record audio to make AVI files in order to distribute to the staff. This will provide them with vital information needed for training. I feel that this will assure me that each individual, high and low, has the value of effectiveness that is necessary to implement an impression for enhancement.

Reference
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.
Campbell, K., & Ellingson, D. (2010). Cooperative learning at a distance: An experiment with wikis. American Journal of Business Education, 3(4), 83-89.

Griffis, P. (2009). Building pathfinders with free screen capture tools. Information Technology & Libraries, 28(4), 189-190.

http://camstudio.org

Defining Distance Learning

The definition of distance learning has transform is constantly changing due to the development of technology. It is a term that is swiftly changing its meaning. Distance learning is a term that can be utilized to portray any of a quantity of instructional circumstances. Simonson, Smaldino, Albright, & Zvacek (2009) indicated that distance education is inspired by globalization in form of supersonic air travel, satellite television, computer communications, and community changes (p.35). According to the Distance Learning Timeline, the growth of technology has developed from the 1830’s until the current time with the correspondence through mail to the current time with the exploit of Web 2.0 (Laureate, Education, 2009). I believe that these changes are base on person’s profession because more occupations are technology related.

Before starting this course, my personal definition of distance learning was learning from a distance through some form of communication that bond learners from diverse backgrounds of intelligence and information. My terror of distance learning was learning without the presence of an instructor. A question came in mind with a wonder of how learning takes place in distance learning. I thought how in the world I will learn without being in the classroom with an instructor. I learned that distance learning and its relationship to rising computer technologies have jointly presented numerous promises to the field of education. Distance learning is acknowledged by colleges and universities as a way of maintaining development (Moller, Foshay, & Huett, 2008).

This week I learned that a definition is needed to fit all situations of distance learning because of its history covering so many diverse learning environments. I find that distance learning is defined by four components 1) institution-based, 2) teacher and student separation, 3) interactive telecommunications, and 4) learning experiences (Simonson, Smaldino, Albright, & Zvacek, 2009). According to Dr. Michael Simonson (Laureate, Education, 2009), “Distance education can be defined as formal education which the learning group (teachers, students, resources) are separated by geography and sometimes by time.”

 This learning has made a great impact on my personal definition because I find that some form of distance learning has been around for a very long time. It has made life easier. There has always been a need for this type of learning. Learning from a distance has always been a part of our lives. For example cars, phones, and computers are things we must learn how to operate from a distance. All schools are influenced by distance learning. The No Child Left Behind Act requires K-12 environment to offer distance learning as an option to help students obtain their education (Huett, Moller, Foshay, & Coleman, 2008). My definition of distance learning engages learners and resources along with an instructor learning at a distance. I find that you can be removed from a classroom and still learn.

As distance learning continue to expand in the future, my vision is to see universities offer more learning resources and assistance for online students that are not trained to participate inside an online set-up. I believe that universities should have some type of remedial such as online orientation in order to assist learner in getting on the right track. This will assist learners in setting education goals and self discipline. I have witness students fail or dropout because they could not perform in their course. I would also like to see online instructors take more of a plan to communicate and assist learners in gaining understanding of their work.

In conclusion, distance learning has and will persevere to unlock new boundaries in education and learning. I deem that in the future instructional designers should train more in widen designs that will eternally differentiate the customary way of teaching and the new age of educational technology. Huett, Moller, Foshay, & Coleman (2008) stated, “There is a strong need for instructional designers, specifically trained in distance education technologies and design, who are ready to tackle distance education challenges at all levels” (p. 65).

References

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.

Laureate Education, Inc. (Producer). (2010). Distance education: The next generation [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5089759&Survey=1&47=6368695&ClientNodeID=984650&coursenav=1&bhcp=1

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

Multimedia Program: "Distance Learning Timeline Continuum,” Walden University, 2009.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.