I thought I would make a comment about self-awareness in learning and the naturallly forming communities that are mentiond by Imel and Stein (2003) in our reading this week. I completely support their premise that learning does not just take place in the classroom. We find ourselves in situations daily where learning takes place. In fact, it seems to me, that the majority of learning actually takes place outside the classroom in informal settings. I find that classroom learning provides the foundation and then community and/or group learning kicks in.
For example, in my community, a great deal of concern has arisen among citizens regarding the role and proposed expansion of the Chumash Casino. Several local groups have formed to oppose the casino's right to eminent domain and seemingly unchecked growth. When our local highway was renamed the Chumash Highway from San Marcos Pass without any community members' knowledge, our local group, POLO (Preservation of Los Olivos) united in opposition of the casino. Social capital was further enhanced through a series of forums educating members about the rights of Native Americans. Regular updates on progress are sent by email. The fight continues recently on a request by the casino for access to more of the community's water rights.
Natural forming communities with significant social capital can be very powerful. Their role in the learning process should be more recognized.
Sunday, October 5, 2008
Saturday, October 4, 2008
Social Capital and Online Community
I have to admit that I am one of those who thought that a strong sense of community in the classroom was only achievable through face to face interaction. I specifically choose my Master’s program based on the fact that I would be able to interact with students in a classroom setting. My idea of social community was interactive discussion with fellow students in the same room. I am realizing now that my reasoning may have been short sighted. My experience at Cerro Coso Online is teaching me that social community is achievable in an online classroom environment.
Alfred Rovai’s report, Building Sense of Community at a Distance, supports my experience at Cerro Coso. Rosvai states that effective schools provide students with a supportive community that online school’s have the challenge of creating that sense of community outside traditional means.
Rosvai further breaks down community into ten essential elements: mutual interdependence among members, sense of belonging, connectedness, spirit, trust, interactivity, common expectations, shared values and goals, and overlapping histories among members.
As a student outside the virtual classroom, it was easy to think that these essential elements were only attainable in traditional settings. My experience at Cerro Coso Online is proving me wrong. Belonging and connectedness are created not with physical presence in a four-walled classroom, but with the exchange of common ideas that has no limits.
Quality interaction, I am learning, can be achieved online. Students develop trust among members as discussion forums expand and assignment deadlines are met. They create a spirit of camaraderie through shared life histories and everyday events.
If online learning, therefore, can achieve community just as successfully as its classroom counterpart, then, how do learners and facilitators in a virtual classroom build community? Rosvai highlights seven factors: transactional distance, social presence, social equality, small group activities, group facilitation, teaching style and learning state and community size.
As I reflect on my current experience, I think the instructor has done an excellent job in incorporating these building blocks of online community. A short transactional distance has been achieved. Students are encouraged to interact frequently. Timelines and the amount and quality of participation are graded part of course requirements. Social presence has been nurtured by the instructor’s consistent engagement with students. At about 28, class size is manageable and small group activities have been established (i.e. the group charter due this week). Group facilitation is encouraged with forum based assignments. The teaching style of the instructor and the learning stage of students seem to match well as most of us are self-directed learners.
In conclusion, I will go so far as to characterize myself as a “convert” to online education. The social community that I have experienced among virtual class members clearly rivals that in a traditional classroom. So, I challenge those traditional learners out there, to expand your horizons, and join the growing numbers of converts to online education. You won’t be disappointed….
Alfred Rovai’s report, Building Sense of Community at a Distance, supports my experience at Cerro Coso. Rosvai states that effective schools provide students with a supportive community that online school’s have the challenge of creating that sense of community outside traditional means.
Rosvai further breaks down community into ten essential elements: mutual interdependence among members, sense of belonging, connectedness, spirit, trust, interactivity, common expectations, shared values and goals, and overlapping histories among members.
As a student outside the virtual classroom, it was easy to think that these essential elements were only attainable in traditional settings. My experience at Cerro Coso Online is proving me wrong. Belonging and connectedness are created not with physical presence in a four-walled classroom, but with the exchange of common ideas that has no limits.
Quality interaction, I am learning, can be achieved online. Students develop trust among members as discussion forums expand and assignment deadlines are met. They create a spirit of camaraderie through shared life histories and everyday events.
If online learning, therefore, can achieve community just as successfully as its classroom counterpart, then, how do learners and facilitators in a virtual classroom build community? Rosvai highlights seven factors: transactional distance, social presence, social equality, small group activities, group facilitation, teaching style and learning state and community size.
As I reflect on my current experience, I think the instructor has done an excellent job in incorporating these building blocks of online community. A short transactional distance has been achieved. Students are encouraged to interact frequently. Timelines and the amount and quality of participation are graded part of course requirements. Social presence has been nurtured by the instructor’s consistent engagement with students. At about 28, class size is manageable and small group activities have been established (i.e. the group charter due this week). Group facilitation is encouraged with forum based assignments. The teaching style of the instructor and the learning stage of students seem to match well as most of us are self-directed learners.
In conclusion, I will go so far as to characterize myself as a “convert” to online education. The social community that I have experienced among virtual class members clearly rivals that in a traditional classroom. So, I challenge those traditional learners out there, to expand your horizons, and join the growing numbers of converts to online education. You won’t be disappointed….
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