In my childhood, school was rather like the public library; you sat alone in silence until your work was done. More contemporary views of learning and information favour collaboration, connection and social intercourse. The premise is that we accommodate and apply new learning best when we work with others. And why not? In a working day for most of us it is normal to exchange ideas, share information, and construct things together. If that is how we work together, then it’s natural to think that is how we should learn together. And yet to build communities in which people advance one another’s learning may be more easily said than done.
An online learning community might be brought together through web-technology to develop skills and form new concepts. The curriculum ought to be dynamic and flexible. It is not just tutors who design and manage it, but learners too. The tutor is mediator and monitor, while students set the questions and challenges, provide the feedback, swap ideas and seek answers together. A successful community is recognisable by high levels of activity, motivation and spontaneity. If learners are productive and supporting one another, then they are playing a part in sustaining the community. Success comes when students feel part of a group which is learning something useful and relevant to their success at work, or which will add to their personal and educational qualifications.
It’s now ten years since Valorie Beer wrote “The Web Learning Fieldbook – Using the WWW To Build Workplace Learning Environments”, New York: 2000 Jossey-Bass. In it she identified 7 success factors for successful communities of learners. They remain valid today, and we have drawn upon them as well as the work of others to develop onlignment’s own 20th century checklists for online tutors and moderators.
Here is a very concise summary of Beer’s view of what makes an online community tick.
1. Collaborative Projects:
Working together, learners can test their beliefs and ideas on one another. Online collaboration removes some of the technofear and isolation associated with working by yourself through technology.
2. Mentoring:
The instructor or expert has a key role to play in keeping learners on track, helping with problems, and giving feedback on progress.
3. Moderated discussions:
Through structured discussions in forums, students can discuss content and support and challenge one another. The instructor may give periodic feedback to keep things focused, but should not dominate. Forums must set and operate an agreed code of conduct for interaction.
4. Mutual Trust:
This applies to the reationships amongst students but with the instructor too. When face-to-face, learners judge the mood of others and their own status in the group by reading body language as well as verbal cues. Online facilitators must provide more explicit instructions and feedback. Written comments need great care and diplomacy otherwise they run a high risk of causing offence and so damaging self-esteem and trust.
5. Common objectives:
With a powerful shared goal in sight, learners will work together. For a community to prosper every memebr must have the same focus regardless of their job role, status or qualifications.
6. Contact with instructor:
Positive reinforcement is essential, whether in the form of recognition or of constructive criticism. The community plays a part but the instructor is responsible and accountable for information and guidance.
7. Access to individual support:
When the community cannot satisfy a need, then an individual should be able to gain timely help from the course tutor. It is part of the skill of the facilitator to balance the needs of the individual alongside the needs of the group.