According to Dr. Simonson (2009), in a collaborative learning community, students should have access to learn beyond the classroom; learning that would encourage transference of knowledge, building and promoting a sense of trust amongst students and instructors, the ability to learn new communication technology, the opportunity to work independently as well as within group discussions that will provide students with feedback to enable them to evaluate themselves and their educators. I agree with Dr Simonson, students will learn more than a face-to-face learning environment because in collaborative learning the community promotes an active role among students where students can feel valued for what they contribute. Furthermore, collaborative learning teaches students the sense of autonomy, initiative, and the ability to access new developmental skills to create an empowering learning community.
Consequently, the different levels of skill and knowledge a student brings to a course can truly affect the teaching environment because teachers are forced to face new challenges with cultural differences and must deliver new methods of teaching styles that will construct new assessment methods to meet the student’s individual strengths and needs; to transform their knowledge to be demonstrated as educators. Basically, this new approach will encourage students to have high self esteem, to reinforce social presence, and the promoting of interaction amongst learners within a learning community to have a sense of community. Finally, new teaching challenges will promote new practices for teachers to modify their assessments based on the student’s individual learning strengths in a collaborative learning environment.
According to Palloff (2007), the learning community is the vehicle in which learning actually occurs. However, it's the development of a sense of community that builds mutual trust amongst learners, promotes a sense of belonging, and a sense of membership to participate within a group to share and exchange knowledge in their educational journey. When a student does not want to participate in the learning community, that student may feel discouraged and members of the community must express their concern and encourage the student to rejoin the community. Although the teacher is responsible for managing and maintaining the learning community, the success of the course depends on every student to participate and teachers must find ways to encourage students to fulfill their learning agreement. Furthermore, teachers must adjust their assessment plans to include a clearly defined purpose of the course, promoting transformative learning, assessment of student assignments, meeting the learner’s need, consideration of a student’s level of experience, educational and technological online learning, developing creativity and innovativeness, and ideas in a collaborative community; this would lead to a positive community outcome.
Reference:
Anderson, T. (Ed.) (2008). The Theory and Practice of Online Learning. Edmonton, AB: Athabasca University Press.
Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco
Simonson, M. "Principles of Distance Education Video: Distance Education: The Next Generation." Walden University, 2009. Laureate Education, Inc. Retrieved October 14, 2009
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You mentioned two factors that I believe make online learning communities an excellent learning experience. First, you mentioned terms like “autonomy, initiative, developing new skills” to describe the activities of collaborative learners. I think the online collaborative experience forces students to develop these skills in order to learn. In a face to face collaborative effort students may participate without providing a significant contribution. Their level of involvement may go unnoticed in a face to face environment. In an online environment the remoteness of the students require that everyone participate in order for the experience to be a rich one. It will be clear quite early if everyone is not contributing in an online collaborative effort. Online collaborative learning develops self directedness in students.
ReplyDeleteSecond, you mentioned that success depends on every student in a collaborative effort. Online learning helps to focus team members on the outcomes. In a face to face environment collaboration can sometimes become sidetracked by personal issues and discussions. The online learning community seems to be more purpose driven. There is less opportunity for socialization. This can be a hindrance to developing a group identity and cohesiveness. However, it also helps to ensure that each member of an online learning community is aware of the role he or she plays in helping the community focus on learning achieve success.
Hi Daniel,
ReplyDeleteIn your statement, "new teaching challenges will promote new practices for teachers to modify their assessments", we find that fitting assessment to a specific type of assignment in an appropriate manner requires planning, especially in prior notification to the student. Often a student expects assessment to be accomplished in the same way as they have always expected it to be done. So, not only does the assessor change, but student expectations must change as well.