Walden University EIDT 6510 - The Learning Community

Student Learning and Satisfaction.

The primary focus of a school is the education of a student one or more. A part of learning is the independence of the student. But also, student teacher interaction and student to student interaction. Not forgetting other interactions that ae important to such as student interactions with administrators such as enrollment specialists, financial aid advisors and business office representatives. The school is a community of people seeking to accomplish a goal. The education of students as a career and profession for associates and employees. The classroom is a specifically isolated environment. Where students can learn from other students and be inspired to do more or better or see how other students use strategies or work harder or have better attitudes or inquisitiveness that builds character or helps students do better and thrive.

As a result, the classroom such as online classroom must include student to student learning as well as learning facilitated by all members of the community such as librarians or researchers working with students on research projects.

Essential Elements.

The essential elements of an online learning community include too many to list. But critical elements include a community that is safe and reduces attrition (Walden University, 2010). Learners need to feel they are a part of the community and not excluded from the community. Financial aid helps students stay in school and be a part of the K12 and collegiate levels learning communities. Therefore, financial aid specialists and administrators seeking funding are critical to the online learning community’s effectiveness. Conrad and Donaldson (2011) state that effective online learning in a community setting provides “Opportunities for self-assessment…” (Location 290).  Therefore, the online community should help with self-assessment where possible. One way is to show the work of other students to each other so students can access how much more or less work they should be doing for a course.

Sustainability.

To be sustainable requires new student entry to the community and past student ongoing participation such as through the alumni association or invited speaker events. The finances and needs of each student must be met to allow each student success and a willingness to continue being a part of the community. There is always a delicate balance in community relationships between participants, so boundaries are not crossed and privacy maintained. Asking students to share too much private information could be detrimental to the learning experience. As a result, very careful decision making and planning is needed to ensure opportunities to share information private to the student is provided and maintained as voluntary in the classrooms each student controls the degree of private information released to other students or community members (Skarzauskiene et al, 2021, p. 1). I attended an MBA program at Kaplan University and sometimes the school asked students to share information in class. I thought it was a ploy to get marketing information from students. Examples: Asking students to: 'Talk about family members or friends who could benefit by this program' or to ‘Discuss your experience at past employers.' So forth and so on.

Community Building & Effective Online Instruction.

The priority of a school is the educational attainment of the student. Regardless of the benefit of community learning, educational attainment must be protected. Too much time in social settings can detract from helping a student optimize the educational attainment that can help the student later in life personally and professionally.

Studies should be done to identify how much time community contact is incorporated in the learning activities so educational attainment is optimized and excesses or deficiencies in community contact time removed or eliminated (DeNisco, 2013, p. 40).  

References

Boettcher, J. V., & Conrad, R. (2016). The online teaching survival guide:

          Simple and practical pedagogical tips (2nd ed.). San Francisco,

          CA: Jossey-Bass.

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner:

          Activities and resources for creative instruction (Updated ed.). San Francisco,

         CA: Jossey-Bass.

DeNisco, A. (2013).  Preparing for online teaching: web-based assessment and

          communication skills in K12.  District Administration, 49(5), 38-41.

Skarzauskiene, A., & Skaržauskaitė, M., (2021). How to Build Sustainable Online

          Communities: Implications from Lithuania Urban Communities Case Study.

          Sustainability. https://www.mdpi.com/2071-1050/13/16/9192

Walden University, LLC. (Producer). (2010). Online learning communities [Video file].