Download Building Online Learning Communities: Effective Strategies by Rena M. Palloff, Keith Pratt PDF

By Rena M. Palloff, Keith Pratt

This e-book is aimed at educating adults, larger schooling, now not k-12. I anticipated extra concrete suggestion on educating online,it relatively is simply approximately developing "communities" because the identify says. the necessity to attach the scholars. it is ok. simply no longer what i used to be hoping for.

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Read or Download Building Online Learning Communities: Effective Strategies for the Virtual Classroom (Jossey Bass Higher and Adult Education Series) PDF

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Additional resources for Building Online Learning Communities: Effective Strategies for the Virtual Classroom (Jossey Bass Higher and Adult Education Series)

Example text

Many instructors have begun to realize that the traditional lecture model is not the model of choice for today’s more active learners and have begun to adapt their teaching methods accordingly by including techniques such as small-group activities and simulations. Campuses are working to develop both residential and disciplinebased learning communities because of the power they hold in facilitating a culture of lifelong learning (Fleming, 1997; Smith, MacGregor, Matthews, and Gabelnick, 2004). In the online classroom, it is the relationships and interactions among people through which knowledge is primarily generated.

The findings of these research studies and others have supported our notion that the key to successful online learning is the formation of an effective learning community as the vehicle through which learning occurs online. Adams and Sperling (2003) note that the community building process embedded in online courses has helped transform teaching and learning in higher education. Some of the changes they describe for students include greater availability and accessibility of information, engagement of different learning styles, and promotion of increased responsibility for teaching and learning.

Learning is an active process in which both the instructor and the learners must participate if it is to be successful. In the process, a web of learning is created. In other words, a network of interactions between the instructor and the other participants is formed, through which the process of knowledge acquisition is collaboratively created. ) Outcomes of this process, then, should not be measured by the number of facts memorized and the amount of subject matter regurgitated but by the depth of knowledge and the number of skills gained.

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