LEARNING ENVIRONMENT On-line Facilitators Olga Gonzalez Kira Vera Priscilla Ubillus Jacqueline Ibarra
Why create a positive environment Creating a positive learning environment will allow your students to feel comfortable, safe and engaged – something that all students deserve. In a classroom where values and roles remain constant and focus is placed on the positive aspects of learning, students will be more open to actively participating in class. If they are given the opportunity to become responsible for their own learning, students will be more likely to benefit from the lesson, and thus more likely to be self-motivated.
Factors that contribute to positive environment Core ideals Consisitent standards and values Ambience Dynamic and engaging Expectations ground rules early in your relationship with a class is quintessential to your success Relativity you are responsible for imparting knowledge to students as well learning from them The wrap up Putting together a course with the above ideas in mind
Creating a Positive Learning Environment Adult learners: • Require learning to be relevant • Are highly motivated if they believe learning is relevant • Need participation and active involvement in the learning process • Desire a variety of learning experiences • Desire positive feedback • Have personal concerns and need an atmosphere of safety • Need to be recognized as individuals with unique backgrounds, experiences and learning needs • Must maintain their self-esteem • Have high expectations for themselves and their trainer • Have personal needs that must be taken into consideration
Building a learning environment online Clearly define the purpose of the group Create a distinctive gathering place for the group Promote effective leadership from within. Define norms and a clear code of conduct. Allow for a range of member roles. Allow for and facilitate subgroups. Allow members to resolve their own disputes
Consider these questions What are some valid measures of community development? How can learners be motivated to take part in virtual academic or social community activities? What are special features of “forced community” like the Master’s cohort? What is the expected/observed life cycle of the Distance Master’s learning community? How does this community develop and maintain its history? Should the Distance community be integrated with the residential graduate community? If so, in both academic and social ways? If so, how can this be accomplished?
More questions to consider • How can the community best be mentored? What are the different roles for instructors, graduate assistants, volunteers, upper-year IST students, etc? What communication/collaboration tools foster the development of a learning community? What are the best practices for using existing communication tools in distance education? What tool features lend themselves to different aspects of collaboration and community-building? How appropriate were the tools chosen for Fall 2000 in terms of collaboration and community formation?
Building community in an online learning environment
bibliography Create a positive learning environment:http://www.footprintsrecruiting.com/tips-for-teachers/create-a-positive-learning-environment Creating a positive learning environment: http://www.reproline.jhu.edu/english/6read/6issues/6jtn/v6/tn0305trng.htm Building community in an online learning environment: communication, cooperation and collaboration: http://frank.mtsu.edu/~itconf/proceed01/19.html