This week I’m reflecting on a video by Laureate
Education, Inc. (n.d.) featuring Pratt & Palloff as they discussed how to
build an online learning community. If you are reading this and haven’t seen
the video, don’t worry, as I’ll briefly summarize key points from the video
throughout the post.
It would seem a good place to start by making the
simple declarative statement that learning does not occur in a vacuum.
Regardless of whether or not the learning is taking place in a classroom or
in-person meeting, or online, certain key ingredients are needed to increase
the odds of successful learning with the greatest number of students possible.
I think of traditional learning like a traditional recipe
cookie, and online learning like a Gluten-Free cookie. In a traditional setting,
the social interactions in a classroom is like the wheat flour, and is a key
ingredient in the learning process. With a Gluten-Free cookie, the wheat flour
is missing, and therefore, certain nutrients and textures and flavors might be
missing, too. So what works great for a traditional cookie recipe (the
classroom) won’t work for a GF cookie (online). For online training, a blend of
other “GF flour” and key ingredients are needed to supplement what is missing
from traditional training to keep students engaged and learning.
First, the people and purpose of online training
could be virtually identical to that of traditional training, but the methods,
process, and creation of social presence will be different. What follows are
some good recipe tips for an online training course:
Methods. You cannot see your students in most cases,
or at the very least you cannot address their issues immediately in an online
setting. This means most needs should be anticipated. Considerations of “accessibility”
should be accounted for—people with disabilities or technical issues should
have more than one modality or method of introduction to the learning content
at their disposal so they can navigate courses successfully. This might include
closed captioning on videos and testing the accessibility of web links and
forums. The layout of content on the Learning Management System (LMS) or web
interface needs to be as easy to navigate as possible. This includes sound
hierarchical design geared towards learners’ needs, sensible naming
conventions, and an easy to find forum to have discussions with students and an
easy way of contacting the instructor/facilitator. A discussion board is a good
start, but other collaborative technologies should be considered, such as cell
phones, email, web chats, video conferencing, wiki pages, blogs, etc. Ensure
that all technology used is or can be well understood by participants as they
progress through the course, and don’t use any technology unless it is helping
to meet a specific learning objective.
Process. The learning process is everyone’s
responsibility, from the facilitator to the students to the administration. The
facilitator acts as an equal member in discussions and is also a learner and
participant in addition to helping facilitate and guide discussions in a
productive and supportive manner. A new student orientation and an icebreaker
at the beginning of the course will help students figure out how to navigate
the course and feel comfortable reaching out to their peers for help and
learning. A key part of the online process, stemming from a social learning
theory of learning, is to create collaborative interactions and projects where
students engage with one another and co-construct meaning and value from the
content together. This should be mixed with periods of reflection to reinforce
the learning that taken place.
Social Presence. Social presence is key to avoiding
high attrition rates in an online setting. Pratt (Laureate Education, Inc.,
n.d.) recommended watching students closely in the first two weeks and reaching
out to them if they “fall away.” If you “hook them” early and get them engaged,
they are very unlikely to fall away later in the course. Palloff (Laureate
Education, Inc., n.d.) adds to check into the course multiple times a day
especially in that critical first two weeks of class. The facilitator’s role is
to create a warm and inviting atmosphere to help overcome the often seeming
impersonal nature of online/technology mediated communication. Be creative and
use the technology to your advantage in order to create social presence. If you
have a younger audience that loves to use mobile technology, consider the use
of texting or a mobile app in your course presentation to help keep students
feeling connected and ensure that they have valuable information at their
fingertips right when they need it most.
If you follow many of these general principles, the
online course and training will improve exponentially, including the rates of
success. The main takeaway is that an online course is not just about putting
the content “out there,” but carefully considering how the content is
presented, and making an effort to connect personally and professionally with
participants to get them engaged in the learning.
Thanks for reading and comments are appreciated!
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