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.