the power of online learning: creating & nurturing an effective online learning community

The Power of Online Learning: Creating & Nurturing an Effective Online Learning Community

Fred Rovai

Topics Covered• What Online Learning Research Tells Us• What Regent SET Data Tells Us• Community of Inquiry Model• Online Learning That Works• Online Learning That Does Not Work

Primary Sources

What Online Learning Research Tells Us• On average, online student outcomes are

better than F2F student outcomes• Blended courses have better outcomes

relative to purely F2F & online courses

What Online Learning Research Tells Us• A substantial number of distance education

applications • provide better achievement results• are viewed more positively• have higher retention rates than F2F counterparts

• A substantial number of distance education applications are far worse than F2F counterparts

What Online Learning Research Tells Us• Effects are larger when online learning takes

place within a community of inquiry• Frequent opportunities for active learning• Frequent & constructive feedback• Active teacher guidance & support

SACS Policy – Distance Education• Comparability of distance education

programs to campus-based programs & courses is ensured by the evaluation of educational effectiveness.

What Regent SET Data Tells Us• Student Evaluation of Teaching (SET)

• Spring Semester 2011• N = 7,714• Response rate = 54.30%• Variable: % students who select 4 or 5 from 5-

point Likert Scale• higher is better

University Means – Selected SET Items

% 4

or 5

74%76%78%80%82%84%86%88%90%

Clear goals Faith &learning

Instructorinteraction

Timelyfeedback

Effectiveinstructor

OnlineF2F

Goal = 90%

School Means

% 4

or 5

Goal = 90%

University Perceived Learning Means

% 4

or 5

Sense of Community• Imagine…

– being the only student in your school or program

– there is nobody to talk to about things you don’t understand

• Results…– feelings of isolation, loneliness– low satisfaction– student attrition

Community Building• Create activities that build a sense of

community• Sense of belonging, connectedness• Shared values / goals• Active interaction & participation• Mutual interdependence & trust• Collaborative learning

Community of Inquiry Model• Addresses the learning needs of its members through

collaborative learning• Essential Features:

• problem or question driven• involves critical thinking & discourse • requires self-direction• Includes small-group work• Includes student reflection

Community of Inquiry Model

Social Presence

Teaching

Presence

Cognitive Presence

Online Learning That Works• Student-centered learning environment• Strong sense of community• Authentic tasks in an information-rich, tool-rich environment• Collaborative learning with synchronous and asynchronous

communications• Learning at pace and time of learner‘s choosing• Emphasizes pedagogy over technology • Alignment of assessments with learning goals• Emphasis on constructed response assessments

Online Learning That Does Not Work• Teacher-centered learning environment• Extensive use of talking heads• Taped lectures (passive learning)• Lengthy learning objects• Failure to contextualize learning activities• Limited &/or untimely feedback to students• Activities that don’t take advantage of technology• Emphasis on selected-response assessments

Challenges• Awareness & understanding of true inquiry

• too much focus on content & lecturing• too little effective use of collaboration

• Faculty orientation (resistance)• Heightened need for time management• Commitment to fundamental redesign using

communication technologies

Questions