RSA4: Online learning communities: Investigating a design framework

RSA4: Online learning communities: Investigating a design framework

Online Article

In Building Online Learning Communities, Palloff and Pratt examine the elements that are necessary in order to create a successful learning community.  It is stated that student introductions are very important in order to allow students to get to know one another (Palloff and Pratt, 2007, p. 162).  Another important aspect of promoting collaborative learning is creating assignments related to real-life scenarios that the students might find themselves in.  By doing so, students can relate to the assignment and thus find it more interesting and applicable to their life (Palloff and Pratt, 2007, p. 169). The lack of collaboration between students can lead to low participation and a low communication rate overall (Palloff and Pratt, 2007, p. 183).  Another topic discussed in Building Online Learning Communities is transformative learning – the idea that learning takes place when students reflect and interpret the events they have experienced (Palloff and Pratt, 2007, p. 185).  The reading suggests that instructors ask students questions that allow them to reflect on their learning.  By doing so, students are essentially able to learn more about the way in which they learn. (Palloff and Pratt, 2007, p. 194).

In the article titled “Online learning communities: Investigating a design framework” by Chris Brook and Ron Oliver, the importance of “community” is discussed.  By encouraging students to identify similarities, establishing a common purpose, and allowing for frequent communication, an instructor has control over whether a community is formed (Brook and Oliver, 2003).  Various learning perspectives are discussed including cognitive, sociocultural, and constructivist.  The authors state that the sociocultural perspective mostly pertains to learning communities because of the importance of social interactions in such communities (Brook and Oliver, 2003).  Lastly, Brook and Oliver explain the importance of the following for an online learning community to be successful: appropriate technology access, the instructor’s knowledge of an online community, the format of the class, the number of participants, the course level, and students who are active and engaged in the class (Brook and Oliver, 2003). Without the above factors, an online community would be very unproductive and would not be beneficial.

Both articles discuss characteristics of an online community that will create a comfortable and beneficial learning environment for the students.  Of the characteristics discussed, introductions and communication appeared in both articles.  One of the main differences between the two articles were the learning theories that the authors believe contribute significantly to learning communities.  Palloff and Pratt state that the constructivist theory has the most impact due to the reflection that is necessary to student understanding of the learning process (Palloff and Pratt, 2007, p. 185).  Brook and Oliver state that there are three different theories that contribute to the success of learning communities, and the most important theory is the sociocultural theory (Brook and Oliver, 2003).  However, overall, the articles supported one another and shared many similarities.

References

Brook, C. & Oliver, R. (2003). Online learning communities: Investigating a design framework. Australian Journal of Educational Technology, 19(2), 139-160.

Pallof, R. & Pratt, K. (2007). Building online learning communities: effective strategies for the virtual classroom (2^nd ed., pp. 3-65). San Francisco, CA: Jossey-Bass.

RSA3: Asynchronous Learning Networks as a Virtual Classroom

RSA3: Asynchronous Learning Networks as a Virtual Classroom

Online Article

In Building Online Learning Communities, Palloff and Pratt examine distance learning and the implications that are involved in this type of education.  It is stated that online learning can either benefit or harm student learning (Palloff and Pratt, 2007, p.8-9).  For students who are introverted, it can be beneficial due to the lack of “social pressures that exist in face to face situations”; however, for students that are extroverted, it might be difficult for them to “establish their presence” (Palloff and Pratt, 2007, p.8).  Additionally, it was stated that online learning has been proven to be more useful and beneficial for adult learners as opposed to high school and college students (Palloff and Pratt, 2007, p.9).  This could be due to the fact that adult learners typically understand the importance of responsibility and maturity when it comes to their own learning.  In addition to student learning, this reading also refers to the sense of community that all students must feel when participating in distance learning.  Each student creates their own environment that they feel comfortable with in order to allow their personality to emerge (Palloff and Pratt, 2007, p. 29).  Lastly, Palloff and Pratt explain the important aspects of an online community that must be present in order for success, some of which include human contact, feeling connected, a sense of responsibility, and participation (Palloff and Pratt, 2007, p.45-53).

In a scholarly article by Hiltz and Wellman, it is stated that online learning communities “allow students to exchange emotional support, information, and a sense of belonging” (Hiltz and Wellman, 1997, pg.44).  Additionally, it is stated that since most virtual communities consist of individuals separated geographically, the members tend to have more shared interests than they would if they were in a face-to-face learning community (Hiltz and Wellman, 1997, pg.45).  This article also states the importance of the instructor to support collaborative learning, require active participation, and to create goals for the learning community as a whole (Hiltz and Wellman, 1997, pg.46).

Both of the above readings convey a similar message: while some students struggle in a virtual learning community, the majority of students benefit from the interaction and collaboration between the other students as well as the instructor.  Additionally, both readings state the importance of participation among learners.  Both articles also state not only the benefits of an online community, but also the disadvantages and the various ways in which they can be unsuccessful. After considering both articles, it is clear that online learning communities have more positive aspects to them than negative consequences.

References

Pallof, R. & Pratt, K. (2007). Building online learning communities: effective strategies for the virtual classroom (2^nd ed., pp. 3-65). San Francisco, CA: Jossey-Bass.

Hiltz, R. & Wellman, B. (2007). Asynchronous learning networks as a virtual classroom.  Communications of the ACM, 40(9), 44-49.

RSA2: What Is a “Professional Learning Community”?

Online Article

In the reading by DuFour, DuFour, Eaker, and Many, the importance of both long-term district goals and short-term school goals was explained.  It is the job of each PLC to carry-out such goals and assess the effectiveness of the goals based on data and test scores.  As stated in Learning by Doing, “one of the most effective strategies for bringing district goals to life is to insist that all schools create goals that are specifically linked to district goals”.  Using SMART goals provides clarity when creating and achieving useful goals (DuFour, et, 2010, p. 157-158).  Additionally, the importance of a school’s focus on the effects of a change rather than the cause was described; “schools only continuously improve if they switch their focus from inputs to outcomes and from activities to results” (DuFour, et, 2010, p. 183).

In an article by Richard DuFour, the first sentence reads that a professional learning community must “focus on learning rather than teaching”.  Throughout the article, this point is stressed by including ways in which PLCs can shift their focus from teaching material to student comprehension and understanding of the material.  Additionally, DuFour’s article goes on to say that every teacher must “participate in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress”.  The article states that by having common assessments and a common curriculum, data analysis becomes much easier for all parties involved.

These readings not only have a common author, but they also have many other aspects in common.  For example, both articles stress setting attainable goals both district-wide and school-wide.  Additionally, both readings refer to challenges and barriers faced by PLCs.  One difference between the two is that the article What is a "Professional Learning Community"? by Richard DuFour goes into more detail on various topics including how to “remove barriers for success”.  One of the main barriers mentioned is how schools and PLCs must stop making excuses for failing to collaborate.  Teachers and schools must make time to set goals, implement interventions, analyze results, determine if the intervention was successful, and change the intervention if necessary.

References

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2^nd ed., pp. 155-204, 247-266). Bloomington, IN: Solution Tree Press.

DuFour, R. (2004).  What is a “professional learning community”? http://staffdev.mpls.k12.mn.us.

RSA1: Learning Communities: The Starting Point for Professional Learning is in Schools and Classrooms

RSA1: Learning Communities: The Starting Point for Professional

Learning is in Schools and Classrooms

Online Article

There are various ways to assess the effectiveness of a professional learning community. In the book Learning by Doing, DuFour, DuFour, Eaker, and Many state that the foundation of a professional learning community include having a shared mission, a shared vision, collective commitments, and common school goals.  Each of these “pillars” holds a critical role in the success of a PLC.  Additionally, a PLC is successful when it produces “more good teaching by more good teachers more of the time” (DuFour, et, 2010, p. 81). By building an effective PLC, teachers will become stronger as educators and students will become stronger as learners. 

In the article Learning Communities by Lieberman and Miller, five studies are summarized in which a connection between professional and student learning occurred that created a successful professional learning community. Additionally, Lieberman and Miller state that in order for a PLC to be effective, the members must exhibit shared values; maintain a collective focus for student learning; and work collaboratively to improve. The challenges faced by a PLC often come about when one or more of the above criteria are not implemented properly or if a resource (time, committed educators, supportive community) is depleted or non-existent.

The Lieberman and Miller article relates significantly to the key points made by DuFour, DurFour, Eaker, and Many.  The factors that impact learning communities are very similar in both readings.  Both include shared visions and values as well as commitment towards the PLC. Another similarity between the two readings is that they both agree that additional resources are not necessary when strengthening a PLC; instead what is needed is a team of devoted educators. Finally, both readings acknowledge the fact that challenges will and do exist in a PLC. However both also agree that those challenges can be overcome as long as all members promote a shared vision for the students and school as well as a commitment to the learning community.

References

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2^nd ed., pp. 59-154). Bloomington, IN: Solution Tree Press.

Lieberman, A. & Miller, L. (2011). Learning Communities: The starting point for professional learning is in schools and classrooms. Journal of Staff Development, 32(4), 16-20.

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