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Developing a Sense of Community in Blended Learning Environments
Bryan Braul – E-Learning SpecialistLearning Engagement Office, Faculty of
ExtensionUniversity of Alberta
COHERE ConferenceOctober 18th – 19th, 2012Calgary Alberta
Canada’s Collaboration for Online Higher Education and Research
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
Evolution of Computer Technology
Keeping Up With the Future
3D Virtual World Education
Open Courses Massive Open Online Course
MOOC
Massive Open Online Courses
Massive Open Online Course
MOOC
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.
Levels of Engagement
Engaged StudentsUnengaged Students
Development of a “learning community” where students become an integral part of the teaching
process
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)
Definition of Community
“…social network marked by 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).
“…social network marked by 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).
Community of Inquiry Model(Garrison, Anderson, & Archer, 2000)
Cognitive Presence
Teaching Presence
Social Presence
Construction of meaning; Students are engaging with the content of the course, exchanging information, connecting ideas and applying concepts
The projection of individual characteristics to the community; group cohesion through open communication; emotional expression; development of trust/respect
Selection of content and instructional design; develop learning activities and assessments; help students build content knowledge and understanding; encourage interaction
The Interaction of the Elements
Cognitive Presence
Social Presence
Educational Experience
Teaching Presence
(Structure and Process)
Setting Climate
SupportingDiscourse
SelectingContent
(Garrison, Anderson, & Archer, 2000)
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
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
Instructional Design
• Organization/structure
• Typography
• Graphics
Online Structure/Organization(Overview)
Online Structure/Organization(General Course Info)
Online Structure/Organization(Course Content)
Blended Learning Community
Blended Learning Community
Blended Learning Community
Establishing Social Presence
• Assumption: we learn better together
• Important to provide ways to get to know each other.
Profile
Growing Online Discussions
In-class communication: fast paced, spontaneous, less structured, influence by non-verbal cues, good for brainstorming ideas
Online communication: usually asynchronous, time for reflection, critical thinking, introverted learners may participate more, encourage rigor and discipline
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…”
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
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…”
It’s more about the people; and less about the technology
Closing Remarks
Questions?