\u00a0<\/p>\n\n\n\n
<\/p>\n\n\n\n
The beauty of online learning communities is how it taps into our long-held memories and beliefs about what learning should be \u2014 a shared activity in which the members of the group all contribute, collaborate, and consume the same content together at the same time. Students encourage each other through both a spirit of togetherness as well as of competition and hold themselves and others accountable. There is easy access to the instructor, and communication flows freely. This is our experience with learning from grade school to grad school.<\/p>\n\n\n\n
When creating an online learning community, it\u2019s important to lead with a collaborative mindset<\/a>, fostering a sense of shared experience amongst a cohort of students<\/a>. Here are some best practices to make sure your learners feel both welcomed and confident that they\u2019ll find success in your online learning community.<\/p>\n\n\n\n Many courses on NovoEd start with an introductory week, where learners aren\u2019t expected to engage with content right away. Instead, they are asked to \u201conboard<\/a>\u201d through reflecting on their own learning experiences and developing an online identity. Tasks such as completing a reflective survey and completing their profile give your learners an early sense of both belonging and accomplishment. Additionally, it\u2019s a chance for your learners to learn how to navigate and successfully use the environment.<\/p>\n\n\n\n In an unfamiliar environment with unknown classmates, it may be difficult for learners to initially speak up and present their ideas. Instead of beginning discussions with a controversial topic, the first discussion should be introductory, where learners are asked to share a bit about themselves and their goals for the course. This practice results not only in revealing the online learning community to itself, but also gives learners a relatively risk-free opportunity to speak up in a public space, creating a stronger sense of confidence in sharing ideas using this new online medium.<\/p>\n\n\n\n Spark meaningful self-assessment and discussion by asking learners content-specific questions pertaining to your course topic. Asking things like \u201cwhat is your level of confidence with the concept of _____\u201d or \u201cRate on a scale of novice to expert your knowledge about _____\u201d. This gives your learners a chance to reflect on their skills and assures them that they\u2019re not expected to know everything. When profiles are public for everyone\u2019s viewing, learners with similar levels of skill sets can engage with each other for support, or seek out more experienced classmates for advice.<\/p>\n\n\n\n In the same way I learned how to get an A in spelling (a score of 90%), let your learners know what is required for successfully completing your course. Tell them what the expected workload may look like as well as what strategies they may use to allot time to complete their coursework. More information provided upfront will mitigate participants dropping out due to poorly managed expectations, and will boost learners’ self-sufficiency<\/a> in the course.<\/p>\n\n\n\n In an online setting, showcase the best parts of your personality by sharing your personal stories and insights early on. Your learners will develop a sense of connection not only with their classmates but with you as an instructor or facilitator. Post frequently to the discussions and comment on your learners\u2019 posts to increase engagement<\/a> and course adoption. The more time you invest in your learners, the more they\u2019ll invest in your course.<\/p>\n\n\n\n1. Start with an Introductory Week (Week 0)<\/b><\/h3>\n\n\n\n
2. Use an Introductory Discussion<\/b><\/h3>\n\n\n\n
3. Use Custom Profile Questions to Facilitate Reflection and Connections<\/b><\/h3>\n\n\n\n
4. Set Clear Expectations<\/b><\/h3>\n\n\n\n
5. Share Yourself with the Community<\/b><\/h3>\n\n\n\n