The theory of interaction and communication by Borje Holmberg speaks to the fact that interaction and emotional involvement between teaching and learning parties is core to distance education (Simonson, Smaldino & Zvacek, 2015, pg. 46). Dr. Keith Pratt refers to the teacher’s role in online learning communities to be the “guide on the side”, not the “sage on the stage” (Laureate Education, video). The spirit of this statement reinforces the interaction, personal and emotional involvement that is needed to generate a healthy online learning community. This in turn keeps students engaged, which is even more important in the online learning communities since much of the student learning is self-directed.
Online learning environments are better when they are more learner-centered than having a single central authoritarian teacher or figure (Laureate Education, video). In other words, they work better when there is a low power distance between community members (Stavredes, 2011, pp. 5-7). Lowering the power distance between community members based on technology and diversity characteristics is paramount to the effectiveness of online learning in online learning environments (Stavredes, 2011, pg. 10).
Effective online community building and instruction are tied tightly by the technology used and the culture of those participating in the instruction. An orientation course to bring students to a steady state in both areas is paramount to the success of the instruction. Dr. Paloff and Dr. Pratt advise two weeks at least to get students to a point where they are ready to learn (Laureate Education, video). By keeping a low power distance and making sure technology differences and understanding between learners does not have too much of an impact instruction, learning environments can be sustained as long as the content continues to engage the students and their self-directed reasons for learning in the first place are met.
References
Laureate Education (Producer). (2010). Online learning communities [Video file]. Baltimore, MD: Author.
Simonson, M., Smaldino, S., & Zvacek, S. M. (2015). Teaching and learning at a distance: Foundations of distance education. (Teaching and Learning at a Distance.) Charlotte, North Carolina: IAP – Information Age Publishing.
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.
EIDT 6511 and 6510 for Sam Gustman 
Sam,
I enjoyed reading your post. You summarized one of the points in this weeks video as “online learning environments are better when they are more learner-centered than having a single central authoritarian teacher or figure” and that discussion boards with low power distance between community members will “keep students engaged, which is even more important in the online learning communities since much of the student learning is self-directed”. Discussion boards with threaded discussions are one of the most commonly used tools in online learning as they allow for asynchronous discussions to occur over a period of time (Mastering Online Discussion Board Facilitation, 2009). Do you think using more familiar social media such as LinkedIn or Facebook could allow for the same interaction so as to “make sure technology differences and understanding between learners does not have too much of an impact on instruction”?
Mastering Online Discussion Board Facilitation. (2009) (1st ed., p. 2). Retrieved from http://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-mastering-online-discussion-board-facilitation.pdf
LikeLike
Good support from course and external resources, Sam.
LikeLike