Launching an Online

       Learning Experience

 

 

Technology Tools                  

Technology tools  provide an instructor with a variety of methods for interacting with the  learners, creating more effective activities, and expanding the opportunities for  learners to construct new knowledge (Diaz, 2010). It is important that an  instructor learn the basic tools needed to implement the course, such as the basic  functions of the course management system (CMS), email, how to upload and download documents, and how to manage the grade book. In addition, instructors  should be able to set up discussion forums, and understand the process of  establishing teams or groups of learners who will collaborate and contribute to  each others’ learning (Conrad & Donaldson, 2011). The strategic use of  technology tools will provide learners with an improved access to knowledge,  provide and engaging and effective learning experiences, and as a result,  maximize learner retention and course completion (Diaz, 2010).

Defining and Communicating Expectations

Clearly defining expectations during  the course will provide benefits to both the learners and the instructor. By  providing a complete syllabus at the beginning of the course, the learner will  be able to anticipate and plan for the work load, and feel confident that they  can blend the demands of the course with those of their life outside of school.  Providing information on Netiquette, the appropriate use of email and  communication styles within chat rooms and discussion boards, will set the  standards for the professional and respectful exchanges of ideas. When students  are comfortable that they know the format for a response, and that the  expectation of respectful remarks is clear, the learners will be more  comfortable expressing their opinions and thoughts. Knowledge is constructed in  safe and cooperative learning environments.

The instructor will benefit by making  clear the expectations that questions are to be posted in the public forum so  that the community of learners or the instructor may respond. Students can  offer each other support, further developing the sense of community (Conrad,  2010). The instructor and student will both benefit from an understanding of  the expected response time on emails and graded assignments. Both the  instructor and the learners will benefit from providing support contact  information during the initial course contact and in the course syllabus.  Students will want to feel the security of knowing ahead of time, that if they  have a problem with an aspect of the course, they know who to go to and how to  contact the support (Conrad, 2011). Providing this information in the  introduction of the course will lessen the time the instructor is using to  respond to learner issues (Diaz, 2010).

Other considerations               

Online  instructors will facilitate the construction of new learner knowledge through  the activities and interactions in the course. The instructor will also want to  keep notes on the progress of the course and any specific areas that either do  not flow within the time allotted or require an excess of instructor  intervention and time to be successful. Proper notes and documentation regarding  the delivery will assist the instructor and course designers in making modification  to maximize the efficiency and outcomes of the course. It will typically take  three cycle of delivering the course to identify areas for improvement and  fully develop the course (Conrad, 2011).

References

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

  Diaz, V.  (2010). Web 2.0 and emerging technologies in online learning. New Directions  For Community Colleges, (150), 57-66. doi:10.1002/cc.405

Online Learning Communities

Online learning communities have a significant impact on student learning by developing the students’ sense of being part of a larger group, collaborating together to construct knowledge and providing a shared learning experience (Laureate, 2011). Students working together will challenge each other to achieve, their shared knowledge and experience will deepen the level of understanding and provide examples of life experiences that will anchor the knowledge through application in the working world.

When a learning community has been established, the structure of the course becomes less apparent and the student move into a role more equal to the instructors, helping facilitate the instruction and construction of knowledge. Students usually feel a greater sense of satisfaction with an active role in the process and find greater opportunities for achieving their learning goals.

Essential Elements

There are several elements of community building. The instructor will take on the role of facilitator with the responsibility to create a “high degree of interactivity and participation” (Conrad & Donaldson, 2011). During the first phase of the course the instructor should greet the students through a friendly welcome message and a request for students to take the time to introduce themselves to the class by sharing a little of their background and experience, perhaps even including a picture. This activity allows the students to participate in an initial interaction that is informal and friendly, thus beginning the development of the sense of community. The instructor may also design an optional icebreaker to allow students another optional means of sharing more information (Conrad & Donaldson, 2011). These activities not only help create a learner-to-learner relationship but can also provide the instructor with valuable information on the preparedness of the learners who will be participating in the course. The instructor should reach out to

any who express that this is their first online experience. There may be some students that express concern about the use of technology and the instructor can assist by referring them to resources to support their effort. Providing a friendly personal response to the student introductions will help bond the student to the group and promote student success

Sustaining the Sense of Community

Choosing appropriate interactive activities will help sustain the community of learners. Using a blogs or discussion groups allows students to communicate their ideas and build on each other’s understanding of the content (Conrad & Donaldson, 2011). Having a Question and Answer or area of the LMS reserved for students to post informal comments and questions will also help provide an ongoing connection among the course participants.

Having a well developed sense of community and an ongoing connection to those sharing the learning experience will assist the instructor in providing an engaging and effective course. As students become more engaged in the course they will guide each other and promote success among all students.


References

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

Online learning communities [Online video]. Baltimore: Laureate Education.