RSA3: Key Elements of Building Online Community: Comparing Faculty
and Student Perceptions

Key Elements of Building Online Community: Comparing Faculty
and Student Perceptions

In the past decade online learning has vastly grown in popularity. However researchers are still hoping to decipher the key to what makes online learning a true success for all students. What most are discovering is that online classes are missing something that every face-to-face class has. A sense of community. “In distance education, attention needs to be paid to the developing sense of community within the group of participants in order for the learning process to be successful” (Palloff & Pratt, 2007). When community has not been established, the online forum can create a feeling of isolation for the students participating. Students need to know that there are in fact other students and a professor that have a real presence in the class. How then is this sense of community created within an online class? The process cannot just happen; it must be facilitated (Palloff & Pratt, 2007).

Pam Vesely, Lisa Bloom and John Sherlock were interested in learning more about building community in an online setting. They conducted a survey in which they asked both higher education students and their instructors about the challenges and elements necessary for an online class. What was most interesting about the study was that the instructors and students had differing thoughts regarding the most important element of online learning. “Students and instructors both agreed that instructor modeling was important in building online community. However, when analyzing the responses for the rank order question, students ranked instructor modeling as the most important factor in building community in online courses, and instructors ranked it as fourth in importance” (Vesely, Bloom & Sherlock, 2007). It is clear that students feel in order to build community within their online course, there needs to be modeling and facilitation from the instructor.

Both Palloff & Pratt and Vesely, Bloom & Sherlock seem to agree that it is of extreme importance to build community in an online course. Instructors can establish guidelines for the course and make it more likely for students to become engaged and begin the community building process (Palloff & Pratt, 2007). Because it is so easy for students to become silent or disappear in an online class, the community building process needs to begin immediately and continue throughout the length of the course.

References

Palloff, R.M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: John Wiley & Sons, Inc.

Vesely, P., Bloom, L. & Sherlock, J. (2007). Key elements of building online community: comparing faculty and student perceptions. Accessed at http://jolt.merlot.org/vol3no3/vesely.htm on November 23, 2012.

 

RSA2: A Theoretical Framework for Data-Driven Decision Making

A Theoretical Framework for Data-Driven Decision Making

Gaining an improvement in results is the very reason that many school districts are taking part in the PLC process. (DuFour, DuFour, Eaker, Many, 2010)  Many teachers do not understand that the key to student improvement is not a magical textbook, but by making data driven decisions. By using common formative assessments, teachers are able to gain information regarding student learning. They can then process that information and make knowledgeable decisions. One of the biggest obstacles schools face is the fact that they are data rich, but information poor (Waterman, 1987).

Teachers need professional development in making data driven decisions. There is far

too much information with which teachers must deal, but the data is not easily
translatable into information and actionable knowledge. (Mandinach, Honey, Light, 2006). The online article “A Theoretical Framework for Data-Driven Decision Making” helps guide teachers in making these ever important evaluations of student learning. The article presents a framework that enables, supports, and facilitates decision making by various stakeholders. The article also discusses using technology-based tools when making decisions. Technology can help PLCs become more timely and effective.

The online resource relates to the topic of the module because both discuss creating an environment that focuses on results. Both also agree that teachers seem to have plenty of information, but they do not have the tools necessary for turning that information into something meaningful. Finally, both the module and article agree that leadership makes a major difference in the success of schools. If there is strong leadership, teachers are more likely to use data to make decisions.  A principal who is data-driven or technically savvy can exert substantial influence on the staff (Mandinach, Honey, Light, 2006).

References

DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning By Doing: A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.

Mandinach, E, Honey, M, Light, D. (2006). A Theoretical Framework for Data-Driven Decision Making. Accessed at http://www.cct.edc.org/admin/publications/speeches/DataFrame_AERA06.pdf  on November 8^th, 2012.

Waterman, R. (1987). The Renewal Factor: How the Best Get and Keep the Competitive Edge.                New York: Bantam Books.