Ensuring a sense of community in online classes directly
affects how students rate their satisfaction with online learning (Liu,
Magjuka, Bonk, & Lee, 2007; Ouzts, 2006; Rovai, 2002a, as cited in Shackelford
& Maxwell, 2012). This article looked at what instructors could do to make
their students feel part of a community specifically with regards to
learner-instructor interaction. This can include the instructor attempting to stimulate
student interest in the course content, motivating the student, and facilitating
the learning process (Swan, 2003 as cited in Shackelford & Maxwell, 2012).
Two types of learner-instructor interaction mentioned in the Shackelford and
Maxwell study that I value the most are providing timely feedback
and participating in and guiding discussions. The study itself identified as
the top two learner-instruction interactions, instructor modeling and support
and encouragement.
Scholarly research agrees that instructors should establish a community of learners for
their students (Tallent-Runnels et al., 2006, Barr & Miller, 2013). They
can do this by modeling good communication skills (Tallent-Runnels et al., 2006).
Classroom culture is influenced by small groups (Tallent-Runnels et al., 2006).
This classroom culture is also developed through employing learner-focused
course design (Tallent-Runnels et al., 2006, Taylor & McQuiggan, 2008).
Learner-focused course design involves a variety of teaching methods which
challenge the instructor to facilitate student learning rather than impart
information. This takes into consideration the flow of an online course,
instructor feedback, matching student learning styles to instructional design, and
student to instructor interaction (Tallent-Runnels et al., 2006).
When considering instructor immediacy in the online
classroom, studies have been done that focus on social presence. A study by Schutt, Allen, and Laumakis, 2009, set
out to test several hypotheses. Their findings suggest that communication of
immediacy behaviors is made possible through video-enable computer
conferencing, but is not ensured by it (Schutt, Allen, & Laumakis, 2009). Therefore,
the use of video on the side of the instructor positively impacted how the
participants perceived the instructor, only when the instructor is adept at the
use of immediacy behaviors.
Most of the experiences I've had from the student side concerning instructor-student interaction have been positive. In most of my experiences feedback has been timely and relevant, instructors have made themselves available for any follow-up questions, they have been supportive and competent in organizing the class and content. In my own online classroom I would be sure to take this research into my planning and to create an environment that fostered a sense of community. This could occur through synchronous discussions, video conferencing, ice breakers, timely and useful feedback to students, clear guidelines, and a sense for the students that there is indeed a real person running the course.
Barr, B. A., & Miller, S. F.
(2013). Higher education: The online teaching and learning experience. Online
Submission. Retrieved from: ERIC, EBSCOhost (accessed
September 01, 2014).
Shackelford,
J. L., & Maxwell, M. (2012). Contribution of learner-instructor interaction
to sense of community in graduate online education. MERLOT Journal of Online Learning and Teaching, 8(4), 248-260.
Schutt,
M., Allen, B. S., & Laumakis, M. A. (2009). The effects of instructor
immediacy behaviors in online learning environments. The Quarterly Review of Distance Education, 10(2), 135-148.
Tallent-Runnels,
M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., &
Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
Taylor, A. & McQuiggan, C. (2008). Faculty
development programming: If we build it, will they come? Educause Quarterly, 3,
29-37.
This was an excellent review of literature on community in online learning environments. Someone hoping to find out how research suggests online instructors build community could find what they need here. Best of luck incorporating these elements of community in your work with faculty!
ReplyDelete