When a student learns online, he is physically distanced from his peers and instructor.
Depending on the design of the course that can lead to a rather isolating experience.
Now when we reframe the process of learning from the formalized classroom experience and
start to imagine learning as a real life and lifelong process, the role that social interactions
play in oneÕs development of knowledge, skills, and abilities is clear.
Learning is simply a social process.
And when learning occurs in physical isolation from oneÕs peers and teacher and a learner
engages purely through computer-mediated experiences, that digital landscape must be designed to
create that socialization.
Learning in isolation week after week, month after month is not only unenjoyable, it can
prevent students from moving from surface learning to deep learning and increase the
likelihood of a student dropping a class.
But not all online classes are the same and as an online instructor you have an opportunity
to make some important decisions about the flavor of your online class.
So, is it going to be like a fast food experience?
The information is communicated clearly and tasks are achieved in a very timely, efficient
manner.
In this type of class the objectives are mastered and the learner will move on.
But we might want to pause and ask ourselves, ÒIs this the type of experience that will
inspire a person to take a new path in life or transform an individualÕs way of seeing
the world?Ó Is this what we refer to as deep learning?
Or are you going to create an online class that is more like a rich, community-centered
gathering?
Is your class going to be fueled by relevant activities that invite learners to identify
and share real-life experiences or examples?
Is your class going to cultivate an appreciation for the diversity of the learners enrolled
and welcome them into a community in which they each are encouraged and expected to give
and take?
The choice is yours.
But, at this point, whatÕs critical to the development of your recipe is understanding
the ingredients of a rich, community-oriented online learning experience, as well as forming
an awareness of the improvements community-oriented online classes can have on student learning.
The first ingredient in developing a community-oriented online class is instructor presence.
This ingredient requires an instructor who is visible, actively engaged in the flow of
the learning, and demonstrates an awareness and sensitivity to the diversity of student
needs.
Instructor presence plays an important role in motivating and engaging online learners
week after week.
The second ingredient is social presence.
As you can see from these excerpts from online teaching literature, experts have differing
perspectives on how to define social presence.
But in its most simple essence, social presence is the opposite of the feeling of being alone.
When a student experiences a high degree of social presence in an online class, she associates
herself as being part of a group, she experiences a sense of belonging, she is aware that other
real people with their own unique thoughts, feelings and perspectives are involved in
the learning process with her.
Perhaps whatÕs most fascinating about social presence is the demonstrated impact it has
on improving the online learning experience.
When social presence is fostered, student satisfaction increases, the voluntary interactions
between students improve, and students identify an increase in their depth of learning, as
well.