Impacts of Instructors on Creating a Supportive Community of Online Learners
By Sedi Minachi
Objective: The Role of Faculty
A successful online course is marked by a high level
of support provided by the instructor to the online learner community. It is
expected that students want the instructor to initiate the creation of a
supportive online community enabling them to communicate and engage with their
classmates and the instructor in a non-judgmental environment. Palloff and Pratt (1999) stated that creating
a supportive online community results in students feeling welcomed and supported
as they progress through their course without being impacted by discrimination,
and feel safe to express themselves without being judged by other online
community members (Palloff & Pratt, 1999).
In
an engaged learning environment, instructors have ethical and professional
responsibilities to ensure they are approachable by their students, and that
their community of learners is continuously supported regardless of who they
are. Online courses designed and developed to provide students with a
friendly/inclusive learning environment in which all students feel respected
and empowered, and develop a sense of acceptance and belonging among them
(Conrad & Conaldson, 2011).
The
objective of this journal is to reflect on the role of instructors in
supporting a community of online learners and explore ways to maximize learning
and other benefits.
Reflective
Comment: Success is Marked by Effective Engagement
In my opinion, a key element that faculty must be vigilant
of while delivering an online course is whether learners experience a sense of
community. One indicator of the absence of this sense of community and
community building support from faculty is when students indicate they feel
isolated and/or when a course has a high dropout rate.
To prevent failure caused by a lack of support from faculty, it is essential for instructors to build trust and understanding between learners and between learners and faculty. Without this, students experience burnout and a sense of disconnection from the course is likely to follow (Kranzow, 2013).
To prevent failure caused by a lack of support from faculty, it is essential for instructors to build trust and understanding between learners and between learners and faculty. Without this, students experience burnout and a sense of disconnection from the course is likely to follow (Kranzow, 2013).
To overcome the sense of isolation in an online
classroom, Rovai (2002) recommends the following:
… one strategy to help
increase retention is to provide students with increased affective support by
promoting a strong sense of community. Such a strategy has the potential to
reverse feelings of isolation, and, by making connections with other learners,
to provide students with a broader base of academic support. (p. 12)
I believe that creating a supportive online
learners’ community is difficult and requires creativity on the part of the
instructor because students mainly work at their own pace and at times
convenient to them. This implies that the main responsibility lies on the
instructor to create strategies for learning and to provide guidance to
students while connecting them together via technology and via their curricular
decisions. Conrad and Donaldson (2011) suggest using an online icebreaker
activity as one way to establish the supportive learning community and initiate
interactions between community members. “If the instructor knows other
experienced online learners in the environment, he or she may assign them a
special role to play in the icebreaker, or even ask them to lead it (Conrad
& Donaldson, 2011, p. 51).”
In echoing Conrad and Donaldson’s argument, and as a
person who has taken several online courses, I pose that the faculty needs to
be directly involved in creating a supportive online community by organizing
students’ online group meetings/discussion and by sharing pedagogical course
components with students. Without frequent interaction with students, students
who are not used to participating in online courses can feel lost and confused.
Interpretive
Comments: Team work and Collaborative work through Supportive Faculty
Building
a supportive educational community among online learners is important because instructors
establish role models for students to follow while students learn to care about
their peers while participating in teamwork and collaborative learning.
Instructors who are passionate about creating a
supportive online community of learners are expected to spend more time to set
up several groups at different times and form informal social interactions
among students, and these informal interactions go beyond being mere discussion
forums. This approach can be challenging for instructors teaching many courses
simultaneously. These busy instructors can find it more challenging to develop
a supportive environment and often due to lack of time and energy leave
students to deal with the course on their own.
On
the one hand, once students feel the presence of a supportive online community,
they can develop friendships among themselves, and not only will they in many
cases successfully finish their course, they may also use its example of
teamwork and collaborative problem solving throughout their
careers.
On the other hand, once students are empowered to
engage with each other through collaborative work and different activities like
interacting with each other beyond the group discussion, they will share and
exchange academic and non-academic experiences with peers, providing these
learners with additional opportunities, especially for those new to technology
and the online environment (Conrad & Donaldson, 2011).
Decisional
Comments: Applying a Supportive Online Community
As suggested by Conrad and Donaldson (2011), an
icebreaker activity helps to create a supportive online classroom. In addition,
faculty can connect with online learners by posting an introductory video
welcoming students which goes beyond explaining the course and assignment
expectations. For example, in this video faculty should encourage students to
develop friendships among themselves and share their academic experiences and knowledge
with each other in an informal setting.
This step first requires students to introduce
themselves by posting their bio or short introductory video of themselves. They
should also have options for using different technological tools to interact socially
and communicate with others engaged in collaborative course work. I am inspired
by Conrad and Donaldson’s book (2011), Engaging
the Online Community and feel positive about applying their words of wisdom
in building a supportive online community in which all students feel safe to
share their backgrounds, cultures, experience and knowledge with peers and the
instructor in a non-structured setting which connects students with communities
related to their course, and encourages them to build networks reaching beyond
the classroom environment.
References
Kranzow,
J. (2013). Faculty Leadership in Online
Education:
Structuring Courses to Impact Student Satisfaction and Persistence. MERLOT
Journal of Online Learning and Teaching, Vol. 9, No. 1, March 2013. Retrieved on March 4,
20014 from http://jolt.merlot.org/vol9no1/kranzow_0313.htm
Palloff, R M., & Pratt, K. (1999). Building Learning Communities
in Cyberspace: Effective Strategies for the Online Classroom.
San Francisco, CA: Jossey-Bass Publishers.
Rovai, A. P. (2002). Building sense of community at
a distance. The International Review of Research in Open and Distance
Learning, 3(1). Retrieved on March 4, 2014 from http://www.irrodl.org/index.php/irrodl/article/view/79/152
Conrad, R. M. & Donaldson, J. A. (2011). Peer
Partnership and Team Activities. Engaging
the Online Learner: Activities and Resources for Creative Instruction.
Jossey-Bass Wiley: San Francisco