In an online classroom the “key to the learning processes are the interactions among students themselves, the interactions between faculty and students, and the collaboration in learning that results from these interactions.”
In an online classroom the learning process is very different. Students are expected to be independent and organized. Online courses require students to participate, collaborate, and transform their learning. When participating in an online classroom, students may be asked to answer questions posed by the professor or other students. Students may also be asked to respond to information or discussions found online. Collaborative learning may also take place during an online course. “The most powerful experiences are those in which interaction occurs throughout the group instead of between one participant and the facilitator within a group setting.” (Palloff, 2007) Collaboration allows students to continuously feel involved in the learning process while also having the opportunity to view others ideas and responses. Transformative learning may also occur in an online classroom. “Transformative learning moves a student from someone who takes in information to a reflective practitioner involved with the creation of knowledge.” (Palloff, 2007) It is important, as an online learner, that the information learned is put into practice. Online classes allow students the opportunity to take the information discussed in the course and implement it in their own classroom environment. Students have the time to explore how each element fits into their daily routine and they have the time to adjust or make suggestions of ways they found the information found to be more beneficial to them.
The community of learners is a large part of the online classroom environment. “Looking at the full picture of community-based online learning shows us that a more active learning model is the model of choice for this environment and will support the desired course outcomes.” (Palloff, 2007) In the community of learners there must be ongoing interaction between the people involved. There must be a continuous presence not only from the students but also the instructor. There must be a purpose in the community. The learners need to feel they have a voice and will be heard. “Research conducted by one of us indicates that an introverted person will probably become more successful online, given the absence of social pressures that exist in face-to-face situations.” (Palloff, 2007) The learners must establish a sense of presence, collaborate with other peers, share goals, and work in teams. Even though online, online learners should feel a sense of community.
An instructor can help build the online learning environment. The instructor in an online classroom acts mainly as a facilitator. Unlike in a regular classroom setting, the instructor still teaches, but allows the students decisions in their own learning. The instructor should be a model for students and available for guidance. The instructor should be a continuous presence in the discussions and share their own experiences and suggestions. Many times the instructor should be more prevalent at the beginning of the course, establishing rules and procedures. “Then it is time to take a back seat of sorts and gently guide the learners in their process by monitoring the discussion and entering it to prod participants to look at the material in another way or to gently steer the conversation back on course if it should stray.” (Palloff, 2007)
In the online learning community there are numerous parts that make the community run smoothly. Participants must be willing and open. They must be well organized and motivated as well as open minded. The instructor is another important part of the online classroom and must be informative as well as a listener and guide. Online classrooms are becoming more common. There are many benefits to online classrooms and with the right combination; the online classroom can be very successful.
Works Cited
Palloff, R.M. (2007). Building online learning communities. San Francisco , CA
Beginning 1 | Developing 2 | Accomplished 3 | Score | |
Discussion Topics | The student did not complete the discussion questions. | The student answered each question, but there were not many details and grammatical errors. | The student answered each question and brought good ideas with each discussion post. | 3 |
Responding to Students Discussion | The student did not respond to any other discussion posts. | The student responded to some discussion posts. | The student responded to all required discussion topics. | 3 |
Assessment Information | The assessment did not cite the book or the presentation. | The assessment cited either the book or the presentation, but not both. | The assessment brought ideas from both the presentation and the book. | 3 |
Assessment Structure | The assessment was not clear and hard to understand. | The assessment was unclear in some parts. | The assessment was easy to follow and understand. | 3 |
Learning Community | The student does not acknowledge the learning community. | The student mentions the learning community, however does do not develop the concept. | The student describes and understands the importance of building a learning community in an online classroom. | 3 |
Learning Process | The student does not acknowledge the learning process. | The student mentions the learning process, however does not develop the concept. | The student describes and understands the learning process in an online classroom. | 3 |
Total Score | 18/18 = 100% | |||
Comments: Awesome work! It is obvious that you understand that the learning process in an online classroom is different than in a traditional classroom. Please go to my blog to see other students responses and ideas about the learning process and learning community in an online classroom. | ||||
No comments:
Post a Comment