Building Online Learning Communities

Building Online Learning Communities
Paloff and Prat (2008) state that by learning together in a learning community, students have the opportunity to extend and deepen their learning experience, test out new ideas by sharing them with a supportive group, and receive critical and constructive feed back.  The likelihood of successful achievement of learning objectives and achieving course competencies increases through collaborative engagement (p. 158).
Sometimes it is difficult for learners to understand why collaboration is important for their learning, and can be resistant to working in groups. This can be due to prior negative experiences in working in a group, or underdeveloped skills in interdependence. For this weeks discussion we will explore ways that an instructor can help resistant students to actively engage in collaboration.
By Friday
Discuss at least two techniques an instructor can use to promote collaboration in online learning. What are the pros of group collaboration?  What are some of the disadvantages?

By Sunday
Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.

Respond to two or more of your colleagues’ postings using the first bulleted item (bolded) and one or more of the remaining bulleted items:

• Build on something your colleague said.

• Explain why and how you see things differently.

• Ask a probing or clarifying question.

• Share an insight from having read your colleague's posting.

• Offer and support an opinion.

• Validate an idea with your own experience.

• Expand on your colleague's posting.

Access the scoring rubric here to help you with you discussion.
References
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.
(Palloff, R., & Pratt, K., Promoting Collaborative Learning, Building Online Communities). Copyright 2007 John Wiley & Sons Inc.

Discussion Rubric

Criteria	Unsatisfactory 1	Emerging 2	Satisfactory 3	Exemplary 4
Main Post	Does not respond to the discussion prompt, or does not address discussion prompt or assignment guidelines.	Responds to the discussion prompt, but lacks evidence of understanding key concepts and assignment guidelines.	Demonstrates an understanding of assignment purpose and key concepts. Provides two techniques for collaboration, and provides a pro or a disadvantage, but not both.	Demonstrates an exemplary understanding of assignment purpose and key concepts.  Provides at least two techniques for collaboration, and details pros and disadvantages from an instructors perspective
Main Post Support	Does not cite examples from course resources.	Provides limited support from course resources.	Provides support from course resources, but no outside resources.	Cites course resources, and outside resources that strengthen the post.
Responses to Colleagues	Responds to one colleague’s posting.	Responds to two colleagues’ postings, but replies may lack supporting details and depth.	Responds to two colleagues’ in a thoughtful way.  Interacts with peers and contributes to learning experiences. May include references to course materials.	Responds to two colleagues’ in a thoughtful way. Includes insightful references course materials and/or outside resources.
Written Expression	Writing includes significant spelling and/or mechanical errors that impede readability and understanding.	Writing includes frequent spelling and mechanical errors that do not impede readability and understanding.	Writing is mostly clear and concise and has some spelling and mechanical errors that do not impede readability and understanding.	Writing is clear and concise and has very few spelling and mechanical errors that do not interfere with readability and understanding.
Comments:
Total =    /4