Week 3 Effective Online Classes

When setting up an effective online learning classroom one must consider a variety of variables and factors that will ultimately determine the fate of the course.  Having participated in both face-to-face learning situations and online learning scenarios, it is essential to create a learning environment that creates a community, including all the participants.  Within this community the participants should be comfortable and feel respected so that each may share openly, without fear of embarrassment or condescending comments from other learners.  As stated by Boettcher and Conrad (2010) one of the best ways to start an online course on the right foot is to focus on social presence, getting to know each other in a three-dimensional manner.  As participants become more familiar with each other through social interactions, a level of trust is created and an understanding environment for reaching out and taking risks in content discussions begins to emerge. 

In an effort to set up an effective online learning experience there must be a positive social presence as well as teacher presence and  cognitive presence which is defined as “the extent to which the professor n the students are able to construct and confirm meaning through sustained discussion in a community of inquiry” (Boettcher & Conrad, 2010). In an effort to build this community of learners, the facilitator must be prepared and hit the ground running.  To conquer this task, the course instructor should have completed a course syllabus, course requirements, etc. so that the first week of class is not spent reiterating something that is accessible to all learners via  the class page. 

Equally essential is getting to know the students in the course either through online ice breaker activities and a brief biography or other form of introductory procedure.   In doing this type of introduction, both teacher and students will learn about each other which will open the lines of communication.  Teaching and learning are all about relationships nurturing the growth of a learner’s knowledge base (Boettcher & Conrad, 2010). 

It is necessary to communicate clear expectations to online learners because of the lack of face-to-face interaction.  In the online learning environment, learners can not “read” a person’s body language or gestures and require a clear expectations that can be followed throughout the course.  As most online learning is done without the assistance of others, having a syllabus that states clearly the course expectations helps to eliminate uncertainty  and feeling of helplessness.  Additionally, having the ability to contact fellow students as well as the instructor via a discussion board or email will aid in positive communication and interactions among the participants.

When creating an online learning course for the adult learner it is imperative to consider the diversity between the learners and to respect the individuality of the learners.  By creating an online learning platform that fosters individuality within a secure environment the adult learner will have the opportunity to share and learn. 

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.