|
.
..
.
|
|
Effective
strategies for the online classroom
Building Learning Communities in Cyberspace
Palloff, R.M. and Pratt, K. ,1999 |
| Palloff and
Pratt have been teaching in the online environment for six years. This
book focuses on making the transition from the classroom to cyberspace
without depending upon any particular software solution. |
| Part One:
The Pedagogical Shift
Part One discusses issues: the
pedagogical shift involved in moving from the classroom to an online
environment, the need for a learning community, the differences
between face to face and electronic communication, and time, group
size, and technology management. |
| Part Two:
Theory and Course Creation
Part Two provides a guide to creating
an online course using current learning theories (such as
collaborative learning), and formative assessment (ongoing evaluation
and feedback of student learning during the course). |
| Main
ideas |
- The process of online teaching and
learning occurs within the structure of a learning community that is
dependent upon continuous and significant interaction among all
participants.
The basic steps that must be taken to
build an online community include:
- clearly defining the purpose of
the group
- creating a distinctive gathering
place for the group
- promoting effective leadership
from within
- defining norms and a clear code of
conduct
- allowing for a range of member
roles
- allowing for and facilitating
subgroups
- allowing members to resolve their
own disputes.
- Palloff and Pratt emphasize the fact
that a successful learning community is dependent upon the creation
of a safe learning environment. To participate and learn, students
need to be able to risk making a mistake. They will only do so in a
safe environment
.
- The authors emphasize that
responsibility remains with the teacher to guide participants to
established learning goals.
When teaching and learning leave
the classroom, it is up to the instructor to create a container
within which the course proceeds by posting goals, objectives, and
expected outcomes for the course, initial guidelines for
participation, thoughts and questions to kick off discussion, and
assignments to be completed collaboratively (p. 17).
- Case studies, vignettes and examples
from successful online courses demonstrate strategies for handling
challenges teachers face, including -
- engaging students with subject
matter
- accounting for attendance and
participation
- working with students who do not
participate
- understanding the signs of when a
student is in trouble
- building online communities that
accommodate personal interaction.
- Instructors need to be very specific
about -
- how attendance and acceptable
online participation in their courses are determined. "Lurking" -
simply reading what has been posted by someone else - is not
measurable.
- how often students should go
online
- the fact that active
participation in course forums is necessary to pass the class.
The authors suggest discussing with
students what counts as a proper response or participation, thus
evading the "I agree" or "sounds good" answers.
- Clearly delineating student
expectations and how grades are determined for the course using
specific language reduces grade concerns at the end of the course.
|
|
Collaboration is a major focus of the book
and the authors have countless ideas for creating opportunities for
students to interact |
- The section devoted to "netiquette",
the guidelines and rules for proper online communication are
necessary for instructors and students to ensure meaning is clear in
all written communication .
- Another idea is the "Cyber Café" - a
place for students to meet and mingle online
- Added to this is the idea of a
"FAQ" area in order to save instructors time and encourage students
to help each other.
- There is the suggestion for creating
two parts for group work grades: individual and group effort. Using
their individual responses to a question, students work together to
synthesize the material and arrive at a group consensus to submit as
the final answer. Group participation can only happen once
individuals have done their part.
- Another good suggestion is to
involve students in course development such as
requiring students to find and post readings for everyone in class
and use online forums to share papers and research ideas.
|
If anyone
believes online learning creates dysfunctional communication or
eliminates meaningful interactions between instructors and students,
the authors show
- how discussion groups can be created
- how online learning enhances rather
than deters from good communication within groups, as well as
between instructors and students.
Further, besides content, online
students will also learn how to use technologies and team building
skills. |
|
adapted from
|
|
.
|
