Module Three

As you discovered in your case study during this module, a sense of community is the hallmark of Ponder University. Because of this, the faculty is hesitant to embrace distance education until it can be demonstrated that the sense of community would not be lost in an online environment. Before the faculty will agree to vote their full support for this distance education program, they want you to develop a plan that ensures these same values will be built into the online program. They expect you to provide both pedagogical and technological solutions for how this can be accomplished.


•How can a strong sense of community be established and maintained in a distance education learning environment?


•Share your ideas for how this can be accomplished, drawing from the readings of Hurst and Thomas, Palloff and Pratt, and Swan, and from the two video programs featuring George Siemens.

Module 3: Discussion


A safe learning environment must be established, to foster collaborative participation within a distance learning community as done in F2F learning environments. The Webster’s definition for safe is: secure from liability of injury, danger, or risk; involving little or no chance of mishap, error (Dictionary.com, 2010). Providing an atmosphere in which one does not want to experience or be liable for negligence or error requires building a high-level of trust with clear, precise expectations.

Clarity must be from the learner, not just the facilitator. (As a mentor teacher, I know there are times new teachers were not aware that they ‘aren’t aware of what they need to know’. In addition, I have my students restate my directions for clarity.) With this in mind, I would recommend Ponder University, during the curriculum building stage, passing the sample syllabus to students outside the particular field. With no previous background knowledge, have them paraphrase for accuracy. This provides the opportunity for any needed modifications prior to the course. Seimens states, “Anytime we are asked to do something and we do not have experience it is a natural reaction to being concerned of how we are to act.”

Classrooms are already blending collaboration and individualization learning. Collaboration does not mean merely dividing up the tasks, but to elaborate on the individual’s strengths to achieve the desired result. During F2F learning, facilitating, engagement, questions, and concerns are dealt with promptly, responsibly, and successfully. Communicating through blogs and wikis allows too much time to lapse and places identity beyond the highly valued group. DL can build collaboration, similar to F2F, by utilizing Instant Messaging, ooVoo, and/or Skype. Once established, communities are assigned, meeting times set with attendance required, resulting with the collaborative project or purpose. The community converses with the facilitator throughout ensuring they are striving toward the intended objective. During the process, a high level of trust and open communication has been established.

Dictionary.com (2010) Retrieved from http://dictionary.reference.com/browse/safe

Siemens, G. (2010). Learning Communities. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199700&Survey=1&47=6912498&ClientNodeID=984645&coursenav=1&bhcp=1

Swan, K. (2004). Relationships Between Interactions and Learning in Online Environments. Retrieved from http://www.sloanconsortium.org/publications/books/pdf/interactions.pdf