The change from traditional classroom education to computer-mediated distance learning poses enormous challenges to teachers and students. The concept of the classroom where students meet to interact with other learners and the instructor no longer exists in the virtual model.
Vygotsky’s social development theory states that social interaction is vital to cognitive development; all higher-order functions originate as the relationships among individuals. In 1996, Moore and Kearsley described three types of interactions that are necessary in distance education: learner to learner, learner to content and learner to instructor. I think these interactions are fundamental to make possible apprenticeship and at the same time make the process transparent.
Selznik (1996) identifies seven elements of community as a very important part for the learning environment: history, identity, mutuality, plurality, autonomy, participation, and integration. With respect to virtual learning communities, Schwier (in press) adds: an orientation to the future, technology, and learning. Some of these characteristics of community will be present from the beginning. Others will have to grow into. One thing is certain: these characteristics will strengthen all the interactions and will make possible the sense of identity, a very important feature in the cooperative learning online environment.
We learnt also something very important in our master degree course: without active participation in discussions and other activities, we are not part of this community. We can even say that if we do not take part in the forums, we do not even “exist.”
In an online learning process, we must make a concerted effort to communicate with others in order to exist. That’s why some basic strategies are needed for creating a strong community.
- Palloff and Pratt (1999) recommend the following steps:
- 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 (p. 24)
Many of these steps are automatic, but they should still be given careful consideration which will make possible the interaction at three different levels: communication, cooperation, and collaboration.
Communication: Online communications today means more than a snazzy website and an enewsletter.
Combine a slew of new web-based technologies with a society that is rapidly coming to think of online interactions as just as real as face-to-face ones and you have the possibility of what Marty Kearns of Green Media Toolshed has described as “Network-Centric Advocacy.” What does he mean by this? That the incredible advances in communications technology over the past quarter-century make possible an entirely new model of organizing and ways of bringing people and resources together quickly and efficiently to tackle a single problem or to form lasting communities. In short, online communications today is about forming connections, creating community, and organizing action in previously unimaginable ways. (Building community in an online learning environment)
Communication is defined here as the basic level of discussion in an online format. Students must participate in discussion to have any sort of presence in the class whatsoever. Communication can be focused around readings, lectures, and any other ideas based on course content or course administration. Communication can occur asynchronously in the SSF or via e-mail, or synchronously via chat rooms or telephone.
Cooperation: cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. (Cooperative Learning)
For example, students may divide up a project, but are eventually assigned individual grades for their work. Examples of cooperative tasks include: dividing up sections of a report to write and doing peer review of each other’s work.
Collaboration: Collaboration is an essential ingredient in the recipe to create an "effective learning environment" as it provides learners with the opportunity to discuss, argue, negotiate and reflect upon existing beliefs and knowledge. The learner is "involved in constructing knowledge through a process of discussion and interaction with learning peers and experts." Harasim (1989, p.51)
Collaboration is the most integrated form of group work, and is therefore potentially the most difficult and the most rewarding. In the case of collaboration, the group members work toward a common goal, one that carries a mutual investment. For example, students may each work on every part of the report, consulting each other and re-reading each other’s edits. They are invested in every part of the project because they will share a common grade. Examples of collaborative tasks include group writing and creating an instructional design model.
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