RSA3: Asynchronous Learning Networks as a Virtual Classroom
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 (2nd
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.
