Roles & Responsibilities of the Online Learner

Jason F. Rhode, Ph.D.

Types of Interaction in Learning

Interaction with content Textbooks Instructional presentations Projects, etc.

Interpersonal interaction With the instructor With fellow students

The Learning Web

StudentPeers

Instructor

Content

Technology

The Learning

Web

(Palloff & Pratt, 2001, p. 140) Instructor

Student Peers

Technology

Content

Characteristics of Successful Online Learners

Have basic computer skills and access to technology

Open minded attitude Not hindered by the absence of

auditory or visual cues Self-motivated and self-disciplined Willing to commit significant

time to their studies weekly

Characteristics Successful Online Learners

Team players – can and do work collaboratively

Critical thinkers Have the ability to reflect and

acknowledge those reflections Hold a belief that high quality learning

can happen anywhere and anytime

Elements of Online Communities

People Purposes Policies Computer Systems

(Preece, 2000)

Two Additional Elements of Online Learning Communities

Collaborative Learning Reflective Practice

The Community Puzzle

Faculty Guidance

Teamwork

MutuallyNegotiatedGuidelines

Community

Facilitation

CollaborativeLearning

Active creationof knowledge &meaning

Interaction &Feedback

FocusedOutcomes

SharedGoals

Buy infrom Everyone

(Palloff & Pratt, 1999, p. 30)

Student Roles in Online Learning Communities

Knowledge Generation Collaboration Process Management

Student Responsibilities in Community Formation

Openness Flexibility Honesty Willingness to take on responsibility Willingness to work collaboratively

Openness

Sharing details from work and life outside of school Posting introductions and bios Creating a social space in the course Judicious use of chat for socialization Modeling openness and humor

Flexibility

Developing an understanding of the nature of online learning and a willingness to “go with the flow” Willingness to give-up control and allow

learners to take charge of the learning process

Involving learners in co-creating learning opportunities

Orienting students to the roles of the instructor and learners

Reflection opportunities

Honesty

Being willing to give and receive feedback and share thoughts and concerns as they arise Model open, honest communication Orient students to appropriate communication

skills and giving and receiving substantive feedback

Orient students to the realities of online learning Provide opportunities for feedback, such as

posting papers to the course site with the expectation that feedback will be given and received.

Willingness to Take the Responsibility for Community Formation

Demonstrating responsibility by taking charge of discussion and other learning activities Rotate or share the facilitation role with

students by asking them to take charge of a week or two of the online discussion

Rotate leadership of small groups Use a “process monitor,” a student who

comments on group process

Willingness to Work Collaboratively Demonstrating the ability to work with

peers in discussion as well as in collaborative small group activities Establish minimum posting requirements

and monitor those for compliance Grade on participation Post grading rubrics Use collaborative small group

assignments

Tips to Achieving Maximum Participation

Be clear about how much time the course will require for students and faculty in order to eliminate potential misunderstandings about course demands.

Teach students about online learning. As the instructor, be a model of good

participation

Tips to Achieving Maximum Participation

Be willing to step in and set limits if participation wanes or if the conversation is headed in the wrong direction.

Remember that there are people attached to the words on the screen. Be willing to contact students who are not participating and invite them in.

Create a warm and inviting atmosphere

Community – from an Online Student

In understanding the notion of online community, I think we must recognize the fact that no matter how attractive the option of being a sponge, it does

not build community. Corals build community by each secreting their

resources to build the reef and mutually supporting the group.

- Santhi

References

Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35(1), 22-30.

Bonk, C., Kirkley, J., Hara, N., & Dennen, V. (2001). Finding the instruction in post secondary online learning: Pedagogical, social, managerial, and technological location. In J. Stephenson (Ed.),Teaching and Learning Online: Pedagogies for new technologies, London, Kogan Page.

Hiltz, S. R. (1998) Collaborative learning in asynchronous learning networks: Building learning communities. Paper presented at the WebNet 98 World Conference on the WWW, Orlando, FL.

Illinois Online Network (n.d.) What makes a successful online facilitator? Retrieved August 3, 2004, from http://www.ion.illinois.edu/IONresources/onlineLearning/instructorProfile.asp

Maor, D. (2003). The teacher’s role in developing interaction and reflection in an online learning community. Education Media International, 40(1), 128-136.

References

Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco, CA: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco, CA: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco, CA: Jossey-Bass.

Preece, J. (2000). Online communities: Designing usability, supporting sociability. Chichester, UK: John Wiley & Sons.