Matches in SemOpenAlex for { <https://semopenalex.org/work/W772170017> ?p ?o ?g. }
- W772170017 abstract "Students usually have plenty of experience with online social technologies, but they lack understanding about how to use these tools and methods for course learning. This article is designed to help college students who are anxious about participating in an online learning community or do not know how to build one effectively. With ideas derived from research and practice, this guide has been written to inform online students about learning communities, the benefits they offer, and how students can assist in building a successful online community. Running Head: Student’s Guide to Online Learning Communities 3 A Student’s Guide to Strengthening an Online Learning Community Many college students struggle to use online technologies in their formal distance learning courses. The problem for many is not a lack of familiarity with online technologies, as over 80% of students use Facebook (Anderson Analytics, 2008), 40% use MySpace (Anderson Analytics), and many use Yahoo/Google groups, discussion boards, and instant messaging. However, these students are unsure how to use online sharing/collaboration tools for learning in their college courses. As they enter a learning community, many report feeling like the title of an article about online students: Engagement, Excitement, Anxiety, and Fear (Conrad, 2002). This article is intended to help college students understand how to strengthen the learning community in an online course that has been designed to allow rich student interaction. While many articles and books have been written to help instructional designers and teachers build effective online communities (e.g. Bonk, Wisher, & Nigrelli, 2004; Dawes & Sams, 2004; Hildreth & Kimble, 2004; Lewis & Allan, 2005; Lowry, Thornam, & White, 2000; McConnell, 2006), guidelines need to be directed to the new online students themselves, providing guidance in learning how to learn online (Palloff, 2001). This article may be distributed by instructors to college students entering an online course to teach them about what online learning communities (OLCs) are, why they benefit learners, and how students can contribute to strengthening a successful online community. While this article was written for college students, it may have some applicability to high school students as well. Running Head: Student’s Guide to Online Learning Communities 4 What Is an Online Learning Community? Researchers have been arguing for decades about what defines a community (Hillery, 1955). Some consider a community to be persons within a shared physical or virtual space (Lichenstein, 2005; Rheingold, 1993; West, 2007), while others have argued that community is defined by feelings of trust, respect, or relationship (Glynn, 1981; Hill, 1996; Sarason, 1974). This article is based on this last definition because college students often do not control their access to other members of an online class, as that is typically an instructor’s decision. However, when a course instructor chooses to organize class activities so online students can interact, then the students need to build the emotional bridges of trust and relationships with each other (Liu, Magjuka, Bonk, & Lee, 2007) to create a stronger, more effective learning community. Online Learning Communities (OLCs) are similar to and different from face-to-face (F2F) learning communities in many ways. Some of the biggest differences are that OLC members often communicate through text rather than spoken dialogue, and OLC conversations are timed differently—varying from instantaneous (synchronous chatting) to lasting hours or days (email or discussion boards). Another disconcerting difference to new online learners is access to the online teacher. Instead of walking into a classroom where the teacher is visibly present, online students will often interact with each other and the content without knowing when or if the teacher is watching. While teachers may technically be more accessible online through email, discussion forums, or even chat, they may choose to take on more of a facilitative role. This may make them less visible than in a face-to-face course, while allowing the students greater autonomy in working together (Palloff & Pratt, 2001). Running Head: Student’s Guide to Online Learning Communities 5 Why Are Online Learning Communities Important? Online learning can include everything from independent study with limited interaction to vibrant, interactive communities in which students know and support each other and coconstruct knowledge together. With different options available in online education, why should students invest the effort in strengthening a sense of community in their online courses? The first reason is because strong OLCs can help students overcome a sense of isolation that online students traditionally feel (Canada, 2000; Liu, X., Magjuka, R. J., Bonk, C. J., & Lee, S, 2007; Weiss, 2000), and lead to more reflective discourse (Hawkes, 2006). In addition to helping students feel more connected, research has found that learning communities can lead to higher student engagement, greater respect for the diversity of all students, higher intrinsic motivation, and higher learning outcomes in the areas that are most important (Watkins, 2005). Palloff and Pratt (2001) found that OLCs [increase] the likelihood that [students] will stay involved and motivated (p. 138), while Liu et al. (2007) reported that when some students indicated feeling a strong sense of community, they also perceived themselves to be more engaged, satisfied, and successful in their learning (see also Moisey, Neu, & Cleveland-Innes," @default.
- W772170017 created "2016-06-24" @default.
- W772170017 creator A5012943024 @default.
- W772170017 date "2010-01-01" @default.
- W772170017 modified "2023-09-27" @default.
- W772170017 title "A Student's Guide to Strengthening an Online Learning Community" @default.
- W772170017 cites W1482949448 @default.
- W772170017 cites W1510441803 @default.
- W772170017 cites W1511413730 @default.
- W772170017 cites W1518145016 @default.
- W772170017 cites W1530288072 @default.
- W772170017 cites W1531423746 @default.
- W772170017 cites W1543167547 @default.
- W772170017 cites W1544610587 @default.
- W772170017 cites W1546890135 @default.
- W772170017 cites W1549574902 @default.
- W772170017 cites W1561939911 @default.
- W772170017 cites W1573298896 @default.
- W772170017 cites W1598470929 @default.
- W772170017 cites W1665201246 @default.
- W772170017 cites W1780382453 @default.
- W772170017 cites W1838163612 @default.
- W772170017 cites W1922127570 @default.
- W772170017 cites W1979270983 @default.
- W772170017 cites W1984134598 @default.
- W772170017 cites W1987061744 @default.
- W772170017 cites W1987330333 @default.
- W772170017 cites W2005880885 @default.
- W772170017 cites W2016598912 @default.
- W772170017 cites W2059108152 @default.
- W772170017 cites W2063346334 @default.
- W772170017 cites W2064125693 @default.
- W772170017 cites W2071307831 @default.
- W772170017 cites W2075471725 @default.
- W772170017 cites W2113226060 @default.
- W772170017 cites W2116540072 @default.
- W772170017 cites W2118847637 @default.
- W772170017 cites W2150937839 @default.
- W772170017 cites W2151236438 @default.
- W772170017 cites W2170573779 @default.
- W772170017 cites W2480956634 @default.
- W772170017 cites W3041037505 @default.
- W772170017 cites W337537112 @default.
- W772170017 cites W1590036963 @default.
- W772170017 hasPublicationYear "2010" @default.
- W772170017 type Work @default.
- W772170017 sameAs 772170017 @default.
- W772170017 citedByCount "0" @default.
- W772170017 crossrefType "journal-article" @default.
- W772170017 hasAuthorship W772170017A5012943024 @default.
- W772170017 hasConcept C110875604 @default.
- W772170017 hasConcept C122980154 @default.
- W772170017 hasConcept C136764020 @default.
- W772170017 hasConcept C137405303 @default.
- W772170017 hasConcept C15744967 @default.
- W772170017 hasConcept C19417346 @default.
- W772170017 hasConcept C2522767166 @default.
- W772170017 hasConcept C2776849261 @default.
- W772170017 hasConcept C2777648619 @default.
- W772170017 hasConcept C2778165684 @default.
- W772170017 hasConcept C2780656832 @default.
- W772170017 hasConcept C2986087404 @default.
- W772170017 hasConcept C39343751 @default.
- W772170017 hasConcept C41008148 @default.
- W772170017 hasConcept C518677369 @default.
- W772170017 hasConcept C77805123 @default.
- W772170017 hasConcept C79158427 @default.
- W772170017 hasConceptScore W772170017C110875604 @default.
- W772170017 hasConceptScore W772170017C122980154 @default.
- W772170017 hasConceptScore W772170017C136764020 @default.
- W772170017 hasConceptScore W772170017C137405303 @default.
- W772170017 hasConceptScore W772170017C15744967 @default.
- W772170017 hasConceptScore W772170017C19417346 @default.
- W772170017 hasConceptScore W772170017C2522767166 @default.
- W772170017 hasConceptScore W772170017C2776849261 @default.
- W772170017 hasConceptScore W772170017C2777648619 @default.
- W772170017 hasConceptScore W772170017C2778165684 @default.
- W772170017 hasConceptScore W772170017C2780656832 @default.
- W772170017 hasConceptScore W772170017C2986087404 @default.
- W772170017 hasConceptScore W772170017C39343751 @default.
- W772170017 hasConceptScore W772170017C41008148 @default.
- W772170017 hasConceptScore W772170017C518677369 @default.
- W772170017 hasConceptScore W772170017C77805123 @default.
- W772170017 hasConceptScore W772170017C79158427 @default.
- W772170017 hasLocation W7721700171 @default.
- W772170017 hasOpenAccess W772170017 @default.
- W772170017 hasPrimaryLocation W7721700171 @default.
- W772170017 hasRelatedWork W130584647 @default.
- W772170017 hasRelatedWork W1836288794 @default.
- W772170017 hasRelatedWork W1891593478 @default.
- W772170017 hasRelatedWork W1933556525 @default.
- W772170017 hasRelatedWork W1991563317 @default.
- W772170017 hasRelatedWork W1992243935 @default.
- W772170017 hasRelatedWork W2102114910 @default.
- W772170017 hasRelatedWork W2104709242 @default.
- W772170017 hasRelatedWork W2150353591 @default.
- W772170017 hasRelatedWork W2153950266 @default.
- W772170017 hasRelatedWork W2188176975 @default.
- W772170017 hasRelatedWork W2581540038 @default.
- W772170017 hasRelatedWork W2736102777 @default.