RSA 4: Facilitating Interpersonal Interaction and Learning Online: Linking Theory and Practice http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=06105251-81af-4317-b237-5fcb0574ea65%40sessionmgr13

Saturday, April 23, 2011
RSA 4: Facilitating Interpersonal Interaction and Learning Online: Linking Theory and Practice
EDT 6030
by Wendy Bedell
Online link: http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=06105251-81af-4317-b237-5fcb0574ea65%40sessionmgr13

In this week’s reading of Building Online Learning Communities: Effective Strategies for the Virtual Classroom (2007) the human component of online learning was examined. As Palloff and Pratt state “online learning communities do not just happen but need to be created with good planning and forethought” (p. 67). Much consideration needs to be given to differentiation when planning to facilitate an online course. Who are you teaching? Where do the participants live, and are there cultural differences to consider? What are the expectations of time both online and off-line for teacher and students? And what are the accepted norms of the class?

The facilitator also needs to be aware that an online learning environment fosters a different dynamic as it integrates technology rather than more traditional face-to-face contact. The book suggests “the instructor or facilitator in an online distance learning environment must be continuously aware that people are connecting with them though a computer and that these participants are developing a relationship not only with each other but also with the technology itself” (p. 91). The facilitator may have to help students work through some issues both socially and technically throughout the class.

In the article Facilitating Interpersonal Interaction and Learning Online: Linking Theory and Practice (2007) participants in a study determined that two key facilitation roles were essential to develop a successful online learning environment. First, the facilitator must create a comfortable learning environment. This was achieved by “using introductions, offering the opportunity to take courses with participants with whom they have participated before, and building a sense of camaraderie contribute to this” (p. 131). Second, the facilitator must enhance the educational value of electronic discussions. Some suggestions in this study recommend the facilitator should state the “frequency with which facilitators should respond” (p. 132) and “encourage reluctant participants” (p. 132).

These two reading were similar in that they both discussed ways for the facilitator to make online learning more comfortable and useable. They also both suggest that online learning is one form of communication, not the only form of communication. Palloff and Pratt suggest “teaching or learning online should not limit forms of interaction. Conversely, it should open the door to other means by which to communicate” (p.93). Many of the interviews printed in the case study also indicated that “online discussion could enable effective collegial interaction” (p. 131), but many of the participants stated that they would also keep face-to-face meetings in addition to the online piece. It is the job of the facilitator to monitor this delicate balance.

References
Allen, Michael., Curran, Vernon., Ho, Kendall, Jarvis-Selinger, Sandra., and Sargeant, Joan.(2006). Facilitating interpersonal interaction and learning online: Linking theory and practice. The Alliance for Continuing Medical Education, the Society for Medical Education, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education. Volume 26, pp. 128-136.
Retrieved from http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=06105251-81af-4317-b237-5fcb0574ea65%40sessionmgr13

Palloff, Rena M. and Pratt, Keith (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.