Course Design on the Fly, Supporting a New Colloaborative Nursing Program (My...
Building community
1. Developing a Sense of Community in
Blended Learning Environments
COHERE Conference Bryan Braul – E-Learning Specialist
October 18th – 19th, 2012 Learning Engagement Office, Faculty of Extension
Calgary Alberta University of Alberta
Canada’s Collaboration for Online Higher Education and Research
2. Presentation Overview
1. How education is evolving with technology and
why the development of community is becoming
more important
2. “Community of Inquiry” Model which helps clarify
the process of community development
3. How to develop a sense of community in our
blended learning courses
7. In the Information Age
• Universities are more than the knowledge that
resides within its faculties
• Places where students congregate for a common
purpose
•We are part of a dynamic, living process of
learning – a process that forms community based
on learning.
8. Levels of Engagement
Unengaged Students Engaged Students
Development of a “learning community” where students
become an integral part of the teaching process
9. Learning with Others
Research tells us that we learn best when we are
engaging and interacting with others (Rovai, 2001; Schwier, 2011;
Swan, & Ice, 2010; Vygotsky, 1978).
Social Constructivism –
we construct our knowledge piece by piece, building on things
that we have previously learnt – and we do this with others
through social interactions (Anderson, 2008)
10. Definition of Community
“…social network marked by
participation,trust, shared interests and
participation, trust, shared interests and
values, shared responsibility, norms and
rituals, and by the ability to embrace differences
while forming a group identity”
(Rovai, 2001).
11. Community of Inquiry Model
(Garrison, Anderson, & Archer, 2000)
Construction of meaning; Students
Cognitive Presence Social Presence
are engaging with the content of the
course, exchanging information,
connecting ideas and applying
concepts
Selection of content and
instructional design; The projection of individual
develop learning activities characteristics to the community;
and assessments; help group cohesion through open
students build content communication; emotional expression;
knowledge and development of trust/respect
Teaching Presence
understanding; encourage
interaction
12. The Interaction of the Elements
Social Supporting Cognitive
Presence Discourse
Presence
Educational
Experience
Setting Selecting
Climate Content
Teaching Presence
(Structure and Process)
(Garrison, Anderson, & Archer, 2000)
13. How can we develop a sense of community in
blended learning environments?
• Focus on the online component of blended learning
• Start with “Teaching Presence” and connect it to Cognitive
and Social Presence
• Use examples from Extension courses I support
• Open the discussion – your ideas, experiences for building
community in your learning environments
14. Three Strategies
• The details matter - Instructional Design in your online
component
•Establishing Social Presence – starting off on the right
foot
• In-class evolution of online discussions – they don’t
grow without care and nurturing
24. Growing Online Discussions
In-class communication: fast
paced, spontaneous, less structured, influence by
non-verbal cues, good for brainstorming ideas
Online communication: usuallyasynchronous, time
for reflection, critical thinking, introverted learners
may participate more, encourage rigor and
discipline
25. Examples from Extension Class
Support and Agreement at the start of the course:
“You ask a very interesting question and I agree with what you
said…”
“The question Kim poses about Facebook is an important one
and Mary is right…”
“You raise several very good points…”
26. Developing Trust
• Explicitly state rules/guidelines of engagement
• Create a safe place to try out ideas
• Monitor and participate in the discussions often;
interject if needed
27. Examples from Extension Class
At the end of the course:
“I agree with some of your points, but I think I would have
looked at it a different way…”
“I guess I would think about the first article we read that
contradicts your last point…”
“You raise several very good points in your analysis, but I think
when Erika mentioned privacy, she was referring to something
else…”
