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

Interaction with content

Textbooks

Instructional presentations

Projects, etc.

Interpersonal interaction

With the instructor

With fellow students

The Learning Web (Palloff & Pratt, 2001, p. 140) Student Peers Instructor Content Technology The Learning Web 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

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

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)

People

Purposes

Policies

Computer Systems

(Preece, 2000)

Two Additional Elements of Online Learning Communities Collaborative Learning Reflective Practice

Collaborative Learning

Reflective Practice

The Community Puzzle (Palloff & Pratt, 1999, p. 30) Faculty Guidance Teamwork Mutually Negotiated Guidelines Community Facilitation Collaborative Learning Active creation of knowledge & meaning Interaction & Feedback Focused Outcomes Shared Goals Buy in from Everyone

Student Roles in Online Learning Communities Knowledge Generation Collaboration Process Management

Knowledge Generation

Collaboration

Process Management

Student Responsibilities in Community Formation Openness Flexibility Honesty Willingness to take on responsibility Willingness to work collaboratively

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

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

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.

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

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

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

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

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

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.

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.

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.