Engaging Online Distance Students by Building Learning Communities

Helen DonaghueHelen Thompson

TESOL Centre

session overview

• background: module• challenges for DL students• building a community for students• challenges for DL tutors• building a community for tutors• key recommendations

context

• in-service English language teachers (UK/abroad)

• distance learning through Blackboard• (MEd. TESOL) module explores current

thinking on language teaching approaches• reflecting on a personal teaching issue in own

professional context

challenges for DL students

• other priorities• issues with communication & collaboration• issues with feedback• isolation can lead to demotivation

Challenges on this module

• reflecting with peers can be beneficial (Farrell, 2013)

• conditions for reflection

• creating a sense of a supportive learning community can be challenging in VLE

(Shea et al., 2006).

building a student community

tutor presence

• orientation tutorial

Bb Collaborate

Early tutor presence important for encouraging open dialogueBernard et al. (2009)

tutor presence

• orientation tutorial• frequent short communications throughout

module• nudges, encouragement - showing we are

reading/looking• video lectures

tutor presence

• orientation tutorial• frequent short communications throughout

module• nudges, encouragement - showing we are

reading/looking• video lectures• substantive feedback on assessed presentation• tutor presence in DB

student - student interaction

• orientation

student - student interaction

• orientation• discussions• sharing presentations with peers• on-line tutorials

students engage with ..

• each other• their tutors• materials (e.g. video tasks)• their work (e.g. presentations, online

tutorials)

challenges for DL tutors

• adjusting to change• need to be creative• lack of technical knowledge• planning across modules• time

building a community for tutors

tutors

• community of practice group (Lave & Wenger, 1991)

tutors

• community of practice group (Lave & Wenger, 1991)

• training: F2F & online• ongoing support• Bb CoP site

tutors

• community of practice group (Lave & Wenger, 1991)

• training: F2F & online• ongoing support• Bb CoP site• experimented / dummy runs• sharing experience

recommendations

• tutor presence• orientation• interactive/collaborative tasks• online tutorials• support for tutors• opportunities for tutors to share experience

references• Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, A., Tamim, R., &

Surkes, M. A. (2009). A meta-analysis of three interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289

Farrell T. S.(2013) Reflective Practice for Language Teachers, Sheffield: Equinox

Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: CUP

Shea, P., Sau Li, C., & Pickett, A. (2006) A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education [Online] 9 (3) 175–190