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Developing Online Learning
Developing Online Learning
Abstract: The Christian higher education landscape is changing with the development of online
courses and programs. Faculty and administrators are struggling with developing effective learning
in an online format. One of the ways effective learning and social interaction can be developed is
through online learning communities. The article provides a definition and rationale for online
learning communities and best practices gained from the precedent literature and experience in
teaching and developing online programs.
Keywords: Learning communities, social interaction, online education, learning, higher education
Most educators would agree that learning and growth takes places best
through social interaction in a communal setting. Historically, communal
learning activities took place in a traditional classroom context; however,
with the advent of technology that is no longer the case. While learning com-
munities have been considered to be bound to a traditional classroom (Palloff
& Pratt, 1999, p. 21), the growth of social networking such as Facebook, Twit-
ter, blogging, and online courses have demonstrated how communities can
transcend physical space and still have actively engaged learners (Vesely,
Bloom, & Sherlock, 2007, p. 2). These growing virtual learning communities
are a testimony to the way social interaction and relationship are developed
online. In 2009, more than one in four students in higher education took at
least one course online (Allen & Seaman, 2010). There is a growing accep-
tance that educating students beyond the traditional classroom is a major el-
ement in the university’s or seminary’s mission. In 2009, over 2,500 colleges
and universities offered online courses (Allen & Seaman, 2010), which in-
cludes Christian colleges, universities, and seminaries. Since online courses
and programs are changing the landscape of education in general and Chris-
tian higher education in particular, the development of learning communi-
ties in online courses is essential to effective learning and formation.
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The concept of learning communities has been discussed for more than
two decades. Research has clearly shown that functioning in a learning com-
munity can enhance the learning that occurs among members. Vesely, Bloom,
& Sherlock (2007) indicate that while communities have been defined in a va-
riety of different ways, these elements of community are frequently identi-
fied:
All online courses are not created equal. There is a wide range of philoso-
phies and approaches to online courses that may or may not develop online
learning communities. Some online courses are designed more like a corre-
spondence course with infrequent student and professor interaction. How-
ever, based on the literature and my experience in teaching online courses,
courses that are designed with intentional student-to-student and faculty-to-
student interaction on a regular basis enhance learning and formation. This is
reflected in the research by Alfred Rovai (2002) who says that transactional
distance, a psychological and communication space between learners and in-
structors is reduced when students and faculty engage in more dialogue. The
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face-to-face class, how the professor sets the tone and the atmosphere
for the online course will determine whether it is a safe place for
learning.
3. Foster Online Presence and Faculty Involvement. As discussed above, it
is clear that effective online learning communities are dependent on
the involvement of the professor in the online class. The professor is
responsible for facilitating the personal and social aspects of an on-
line community in order for the class to have a successful learning ex-
perience (Palloff & Pratt, 1999). The best online faculty, according to
students, is faculty who show their presence daily in a course. Profes-
sors who do not have a regular presence in a course negatively impact
student learning and satisfaction in the course. Most online courses
require that the professor respond to the student within a 24-hour
time frame. Another important aspect of faculty involvement is pro-
viding ample feedback to class discussion and course assignments.
Since many online courses are accelerated, it is critical that professors
give timely feedback.
Also, it is essential for the professor to be intentional about making
relational connections with students. The student and professor
should post an autobiography that provides information about the
student’s life, faith journey, hobbies, and interests. A picture of the
student can also be included on his or her personal home page. Pro-
fessors can make personal calls to students and/or connect with them
through Skype, Adobe.Connect, or other social media as a way to get
better acquainted with students. These relationship opportunities
foster community among students and the professor, which enhances
learning and formation.
4. Create Learning Activities that Foster Interaction and Dialogue. Consis-
tent with the face-to-face classroom, online students will get out of a
learning community what they put into it. If they are passive and
choose not to engage in community, then the benefits they derive will
be limited (Vesely et al., 2007). Professors play a key role in motivat-
ing students to be engaged in online discussion and dialogue by rec-
ognizing the diverse learning styles of students and by providing a va-
riety of learning activities in the course. These learning activities,
which are similar in scope to face-to-face courses, include developing
collaborative and team learning, small groups, and contextualized as-
signments to ensure that students are engaged in dynamic forms of
interaction.
The implementation of these practices will ensure that effective online learn-
ing communities will foster student and professor interaction in their online
CEJ 10n1:CEJ 10-1 Spr2013 2/26/13 1:18 PM Page 147
course. It will also ensure that both the professor and student will have a
meaningful learning experience that fosters effective learning and formation.
Conclusion
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