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Introduction
Building a sense of community among learners helps increase their satisfaction with courses and programs.
Use of technology tools can provide opportunities for interaction in online courses.
Collaboration can build a sense of community.
Interactions
Student - Instructor Student - Content Student - Student
Student - Instructor
Refers to interaction between the learner and the instructor (Moore, 1993)
Can include instructor delivering information, encouraging the learner, or providing feedback (Moore, 1993)
Represents the most significant factor predicting learner’s perceived learning outcomes in online learning environment (Kang & Im, 2013)
Student - Content
Allows students to obtain information from course materials in the form of text, audio or video, online communication, etc. (Moore, 1993)
Can enhance the value of information in the class when the platform is easy to use (Marmon, Vanscoder, & Gordesky, 2014)
Increases learners ability to achieve higher success in online courses when they interact with the content more frequently (Zimmerman, 2012)
Uses technology tools and tasks that allow for exchange of information needed to support knowledge construction over a distance (Vrasidas, 2000)
Student - Student
Consists of the exchange of information and ideas that occur among students (Moore, 1993)
Can take the form of group projects or group discussions (Moore, 1993) Can help students feel that they are part of a community of learners
(Johnson, Cascio, & Massiah, 2014) Can also include establishing social presence (Arnold & Ducate, 2006) Can be incorporated in number of ways, including discussions,
collaborative group projects, sharing of experiences, and exchanging resources (Shackelford & Maxwell, 2012)
Tools & Strategies
Technology plays a vital role in providing learning experiences compatible to face-to-face courses (Sher, 2009)
Active participation for removing feelings of isolation Results in higher levels of satisfaction (Marmon, Vanscoder, &
Gordesky, 2014) Tools can help students participate actively with each other, with
instructors, and with the content Individual communication: peer feedback, discussion boards,
blogs, online journals, emails, video conferencing, etc.
Writing Strategies
Tools within the LMS or outside may be used Discussion boards provide opportunities for both
synchronous and asynchronous discussion. Blogs provide opportunities for synthesis and
analysis of content for others to read and respond. Instructors can participate or only the students.
Edmodo
A free system with private discussions.
Neat Chat
Edublog
Free option for blogs available.
Audio/Visual
Lack of facial expression and voice tone can lead to misunderstanding if it is only written.
Many free and easy to use programs allow the instructor to record feedback: Vocaroo, Podbean, and SoundCloud are a few examples.
Students can also share information with each other.
Voki
Tools that instructors use to present content canalso be used by student to share information with other students.
Podcasting
Can require multiple interactions.
Video Conferencing
Can require multiple interactions.
Collaborative Projects
More opportunities for individual feedback. Actively involved in the learning process. Enhances student satisfaction when effectively
managed. Creates a stronger support system.
Trello
Students can share and collaborate within this tool.
Padlet
Students can save and share with this tool.
Class Cafe
Discussion board opened to all students during the entire class.
Include all three types of interaction: Student - Instructor, Student - Content, and Student - Student.
All questions asked and answered in the class cafe.
Implementation
Voluntary participation with only student involvement.
Required participation connected to a score. Voluntary participation with instructor
involvement. Students have requested an additional discussion
board focused on peer review of assignments/projects.
Conclusions
These are just a few examples of free tools that can be incorporated into the online course environment.
Many other tools are available that can help build sense of community among students and instructors.
Sense of community can be important to success of students in their overall program.
Increased interaction among members of course can lead to increase in connectedness and sense of community.
S
Questions/Comments?
References
Arnold, N., Daneshgar, F., & D’Ambra, J. (2010). Underlying factors of sense of community in asynchronous computer supported collaborative learning environments. Journal of Online Learning and Teaching, 6(3).
Johnson, Z. S., Cascio, R., & Massiah, C. A. (2014). Explaining student interaction and satisfaction: An empirical investigation of delivery mode influence. Marketing Education Review, 24(3), 227-238.
Kang, M., & Im. T. (2013). Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301.
Marmon, M., Vanscoder, J., & Gordesky, J. (2014). Online student satisfaction: An examination of preference, asynchronous course elements, and collaboration among online students. Current Issues in Education, 17(3), 1-11.
Moore, M. G. (1993). Three types of interaction. In K. Harry, M. Hohn, & D. Keegan (ed.), Distance education: New perspectives, (pp12-24). London: Routledge.
Schackelford, J. L. & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. The International Review of Research in Open and Distance Learning, 12(4), 228-249.
Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102-120.
Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction, course design, and evaluation in distance education. International Journal of Educational Telecommunications, 6, 339-362.
Zimmerman, T. D. (2012). Learner to content interaction as a success factor in online courses. The International Review of Research in Open and Distance Learning, 13(4), 152-165.
