Download Building Online Learning Communities: Effective Strategies by Rena M. Palloff, Keith Pratt PDF

By Rena M. Palloff, Keith Pratt

This ebook is aimed toward instructing adults, larger schooling, now not k-12. I anticipated extra concrete suggestion on instructing online,it rather is simply approximately growing "communities" because the identify says. the necessity to attach the scholars. it truly is ok. simply no longer what i used to be hoping for.

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Extra resources for Building Online Learning Communities: Effective Strategies for the Virtual Classroom (Jossey Bass Higher and Adult Education Series)

Example text

2 is a graphic representation of our model of online learning communities and their impact on learning. Although we clearly need people in order to create a community, what is not so obvious is how people express who they are online. Thus, social presence becomes a critical element in community building. The instructor models the development of presence through his or her guidance and facilitation of the course, and empowers students to take on the continued job of community building and the exploration of content.

In other words, there must be equality of participant-facilitator and participant-participant interactions. 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. The best facilitation is through modeling the methodology, that is, by acting as a group member who is contributing to the learning process. ) Transformative Learning, or Learning About Learning, Technology, and Oneself A critical outcome of online learning is the learning that occurs through the use of the online medium itself.

Professors, just like their students, need the ability to deal with a virtual world in which, for the most part, they cannot see, hear, or touch the people with whom they are communicating. Participants are likely to adopt a new persona, shifting into areas of their personalities they may not have previously explored. For example, an instructor, like a student, who suffers from performance anxiety in the face-to-face classroom may be more comfortable online and more active in responding to students.

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