Learning in an Online Environment
Theorists such as Bruner, Vygotsky and Piaget have believed for centuries that social interaction helps students learn and that learning must be connected to the learner to be made more meaningful. Piaget also believed that peer to peer discussions were more valuable than adult-student discussions. Piaget thought that a peer were likely to contradict, question or inquire with another peer versus an adult. As a classroom teacher I know and understand the beliefs behind such theories. I have experienced first hand the power of collaboration and interaction among students. It is now taking these theories and applying them to online classroom environments. For some, an online classroom experience has been nothing more than an online lecture. If this is the only teaching method used in an online classroom then problems will most likely occur. Students may be likely to give up, become frustrated or even drop out.
Learning in an Online Environment is nothing new. However, much research has been done on the success of an online learning environment. Weigel (2002) states that, "Creativity, critical analysis and skillful performance are inextricably linked to the process of creating more viable and coherent knowledge structures." Something that really stood out to me was, "In an engaged learning environment each learners's actions contribute not only to individual knowledge but to overall community development as well." (3)
In an engaged learning environment, the learner is motivated to actively participate in the learning. The student is motivated to seek out and manage their own learning. Well developed online classrooms have students establishing their own goals, students work together in groups, complete authentic tasks, and share projects beyond the classroom.
At first, the instructor begins to develop a sense of community and a place for safe learning by having students completed community building exercises. It makes me think of my classroom for the month of September. Much time is given to build community and relationships among students. This is called Phase 1. During Phase 1 it is the instructor who is setting the initial tone of the course. Students are getting to know one another and are beginning to get a feel for the class. Next, comes Phase 2 which is when the instructor begins forming dyads of learners. At first, the assignments may not be so academic. Students are beginning to trust and get to know one another as learners. It is essential to take this time to build your online community as it will be time well spent to set the tone for the remainder of the semester. Phase 3 is when peer partners work in collaborative teams. Students are supporting one another and not just going to the teacher for the answer. The teacher has now taken a facilitator role and is getting students ready to move to Phase 4. Phase 4 is when learners are introduced to opportunities to lead actitivites. They take on the leadership role. The roll out of each phase is done very intentionally, moving students at an appororiate pace and building the online community.
I love how Conrad and Donaldson stated, "Engaged learning does not simply happen. It requires "architectural engineering by the instructor." Much planning and prep work is essential to ensure the success of your online learners.
Check out this very simple and straight forward video for more information on engaging your students.
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