Week 3: Setting up an Online Learning Experience

Setting up an online learning experience involves several different areas of consideration including technology, communication, expectations and learning goals, and strategies for beginning the course.  First, it is important to understand the technologies available to choose the most appropriate technology for the course and the learning goals. Boettcher & Conrad (2010) suggest that the instructor not try to use every technology tool available in the first course they teach. While this is good advice, it is still necessary for instructors to have knowledge of the different technologies available to be able to choose the most effective one. According to Boettcher & Conrad (2010), One of the events in the first part of the course includes the establishment of the tools for the online environment so that the “learners know how to use the applications and tools that are required or know how to access the help that they might need” (p. 53).

It is imperative that learners can navigate the interface and be able to accomplish basic tasks such as finding online course material (syllabus, course schedule, help documents, contact information, learning resources, etc.), being able to participate in the initial community building activities such as an online icebreaker, and participating in the first few assignments. Therefore, instructors must choose a CMS (course management system) and accompanying tools and applications early, before the course begins (Boettcher & Conrad, 2010). This ensures the learner course will be ready to go and the learner will have a smooth beginning to the course.

Second, communicating clear expectations is important for several reasons. First, establishing a consistent and reliable form of communication (email, chat, phone, etc.) between instructor and students is essential. Second, the course documents explaining course goals, learning objectives and other expectations should be easily accessible, well-prepared, detailed, and clear.  Instructors should take the time to develop quality questions and effective assessment rubrics and scales so there will be no ambiguity in the grading process (Boettcher & Conrad, 2010).

Finally, strategies for beginning a course should include establishing presence, including social presence, cognitive presence, and teaching presence. Instructors should take the time to design successful strategies that focus on these to ensure an effective course beginning. For example, instructors should design an ice-breaker that establishes the learning community and social presence. Instructors should provide opportunities for students to consider the learning goals for the course and reflect on their experience with the course content. Instructors should establish a presence as an “equal player” in the online community and make personal connections with student to avoid “cookie cutter” experiences (Laureate Education, Inc., n.d.).

Launching a successful online learning environment is very different from launching an online learning environment. One way instructors can be sure they have designed a successful environment is to use quality standards. The Quality Matters Institute has a useful check list that will address eight key elements of online courses (Boettcher & Conrad, 2010). These guidelines and standards provide instructors with an effective guide to launching a successful online learning environment.

References:

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

Laureate Education, Inc. (Producer). (n.d.) Launching the online learning experience [Video podcast]. Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652196_1%26url%3D

Week 1: Online Learning Communities

As online learning continues to grow, research is beginning to emerge showing effective ways to engage learners in a way that ensures a positive, successful experience. Online learning communities are an effective way to do this.  Dr. Palloff (Laureate Education, Inc., n.d.) describes online learning communities as a “community of students and faculty who explore content together to construct meaning and knowledge about that content.” These communities, founded in constructive principles and theories, provide an environment for students to interact, socialize, communicate, and collaborate in a meaningful and engaging way.
Students benefit from this type of environment in many ways. First, learners participate equally with classmates and the instructor, creating a dynamic of mutual respect and support. In our resources, “teacher” or “instructor” is replaced by words such as "facilitators" (Laureate Education, Inc., n.d.) and mentor (Boettcher and Conrad, 2010). This describes the role of the instructor and how it has changed from a traditional lecturer or teacher to a guide who supports learning, rather than directing it. Next, in the spirit of constructivism, learners actively generate knowledge and “assume responsibility for constructing and managing their own learning experience” (Conrad and Donaldson, 2011, p. 5). This allows learners to build their own knowledge through the “exploration, construction, resolution and confirmation of understanding” (Wilcoxon, 2011). Finally, according to Dr. Palloff (Laureate Education, Inc., n.d.) these social experiences that interaction with content and peers increase student satisfaction and perception of learning. Students feel a social pressure to be successful and are motivated to continue the learning experience.

Online learning communities are sustained through community building. Community building is successful when effective strategies and elements are used. Boettcher and Conrad (2010) describe the first of four phases as critical to laying a foundation in community building. This phase provides opportunities for learners to become familiar with course goals, instructor expectations, and the learning environment (Boettcher and Conrad, 2010). Most importantly, it provides a non-threatening opportunity to build a social relationship with peers. According to Wilcoxon (2011), this social presence is “foundational to basic learning tasks” and functional learning communities. This foundation of social interaction, combined with nurturing support will provide a strong base to build the basic content of the course on, sustaining the learning community.

Finally, as the course progresses through the phases of engagement, the instructor role and learner role evolves over time.  Wilcoxon (2011) uses Conrad and Donaldson’s (2011) framework for applying the phases of engagement to create a helpful table that labels these role changes through the phases:

Phase	Weeks	Learner Role	Instructor Role
1	1 to 2	Newcomer	Social Negotiator
2	3 to 4	Cooperator	Structural Engineer
3	5 to 6	Collaborator	Facilitator
4	Beyond	Initiator/Partner	Challenger/ Partner

This table shows how the roles of the learner and instructor evolve through the course. This evolution of roles provides more opportunities to be engaged as the course progresses, as well as a framework for developing effective strategies for instruction.

References:

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

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass

Laureate Education, Inc. (Producer). (n.d.). Evaluating distance learning theories [Video podcast]. Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652196_1%26url%3D

Wilcoxon, K. (2011, October 3). Building an online learning community. Learning Solutions Magazine. Retrieved from: http://www.learningsolutionsmag.com/articles/761/building-an-online-learning-community

Introduction

I'm looking forward to sharing, learning, and collaborating as we explore the world of online learning together.  The next 8 weeks should be fun!

- James