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This section addresses the overall concept of "community." This typical component of constructivist learning environments (Lave & Wenger, 1991; Rogoff,
1994) was very prevalent in this online experience. It extends the meaning-making model to include the important contextual features of the "group." This was obviously necessary to support the social-dialogical
activities (Jonassen, 1991), and needed to be added to the meaning-making model to accurately reflect this particular situation. This online course facilitated and supported the academic and social interactions among
learners very well; and, in that these learners were educators, it facilitated and supported professional interactions, too. It was clear, as mentioned before, that the social element in this online
environment was a crucial component and perhaps the single most salient feature across all items and most all responses. Without the community aspect, the conversations might have been much more sterile and seemed like
mere reporting to the instructor. In contrast, the responses reflected a lively, conversational environment. Clearly, this Web-based computer conferencing system and the particular instructional design and strategies
promoted community-building interaction (Rorty, 1991). This focus on community is divided into two subsections, in regard to the purpose of the interaction: "Community-Building" and "Professional Development."
Regarding the students both as learners and as education practitioners, it appeared that they interacted in each role under both purposes. These following statements help delineate this proposition:
1. They engaged in community-building as learners (the community of online learners/students). 2. They engaged in community-building as educators (building a community of
practitioners/professionals). 3. They engaged in professional development as learners (seeking information, advice, and resources; and receiving these from online colleagues). 4. They
engaged in professional development as educators (discussing application of information, advice, and resources to their situation; disseminating these things to colleagues in online course).
These subcategories demonstrate how both community-building and professional development were integrated. As practitioners who sought self-improvement, they were engaged in professional development
exchanges, which had the inherent feature of building and maintaining a community of practitioners. The overlap is complex because these are educators who are in a course together as learners, developing themselves
professionally on the topic of learning. In summary, clearly these learners (educators) via online interaction successfully created a sense of community – both as learners and professional educators.
Community-BuildingSocializing.
If there was any constant throughout the whole course and all items, it was the social element. The students, in that they were "speaking" to each other, were very conscious of the social aspects of communication. Clearly, the online interaction was filled with the "social-dialogical" processes that constructivist espouse as necessary to the learning process (Jonassen, 1991; Wertsch, 1991).
There was always an awareness of the "community" of online participants. This social element was contained in the language – that is, the students used others' names in referring to past comments. They
used polite parts of speech and other things to go beyond mere typing of information on a screen (e.g., emoticons, graphics, and color). The social element was common throughout all items, but most concentrated in
the place that was purposely designed to be a space for socializing: The Patriot Place. Here the students were very social, and used this place to bring up a wide range of non-academic topics. There was humor, fun,
recreation, and just plain social chat. They discussed movies, books, family issues, and many other topics that were not related to the course material. In regard to these non-academic topics, not that there was also
"learning" and sharing of information and the other components that go along with constructing personally relevant knowledge. The Patriot Place had the most responses of all the items. This quantitative fact alone
shows the importance of having a space within which the students can socialize. They clearly took advantage of this instructional design component.
Here are excerpts selected from a small thread on reading (from The Patriot Place):
- [Student 1] states:
I am finishing a great book called "Left Behind" by Tim LaHaye and Jerry Jenkins. It is fiction but uses scripture as its basis for what the world will be like after the Rapture. It
brings up very interesting ideas and funny possibilities.
- [Student 2] observes:
- [Student 1] replies:
[Student 2], well, I am embarrassed to admit but I loathe reading. After my mom heard how many books I have had to read for these courses she made me read this book for pleasure. It is the first
pleasure book I have read probably since high school. (Yes I am 37 and I do what my mom says!)
- [Student 3] joins in:
I love to read and always have- one of those "flashlights under the covers" kid but unfortunately don't have the time to read for pleasure during the school year. It was my goal to read a
book a day while I was in Las Vegas this summer. Laid out by the pool, 110 degrees (so hot it melted the glue off the spine of the book), frozen daiquiri in one hand, novel in the other, kids in Virginia. What a
life!
- [Student 4] joins in:
Sorry to burst everyone's bubble about reading. Can't stand reading (for pleasure or for course work requirements).
Here is another thread on travelling to New York City, where the students socially ask for and exchange information. It began in the middle of the reading thread. Note that many of them use their
classmates' names as an introductory phrase and use their names at the end in closing:
- [Student A]:
By the way, does anyone know New York City well enough to advise me on train trips (we would like to take in a couple of shows...)
- [Student B] replies:
I have no advice for New York but for my birthday I plan to go to New York and see the Lion King. Getting tickets is a hassle. I have the plane ticket. Let's all go to the Disney Institute. It is
soooo cool
- [Student C] replies to A:
[Student A], my partner in our Work & Family Studies Dept., [name of friend], grew up in New Jersey and went to NYC all the time. She still does. In May she took her daughter who turned 16 to
the city and did all the cool sites, eating places, World trade center, Broadway, etc. etc.. Give her a call at home [phone number]. She can advise you on the train, hotels, taxi cabs, etc. Tell her I told you
to call. [Student C]
- [Student D] joins in:
Last time I went I saw Bring in da Noise, Bring in da Funk. It was great. I also saw Rent but did not like it so much, my husband sort of hated it. But I am glad I saw it anyway.
There is a
cheap and nice hotel I like called the Americana. It is in a nice neighborhood in Manhattan. It is mostly Europeans who stay there, a double is only $89 per night. [Student D]
- [Student E] replies directly to Student 1:
[Student 1]: My husband says check the Amtrak website for train packages to NYC. [Then, talks about other trips.] I need to visit all of those historic VA sites that your family went to this
summer. I have lived here for 2 years and I haven't been to any of them. I did visit Williamsburg a few times as a kid, but can't say I remember too much. We did go to New Mexico and I went white-water rafting
for the first time, it was really fun. See ya! [Student E]
These threads (one on reading and one on New York) were both going on at the same time in Patriot Place, and very intertwined. They both went on for many more responses, and in many of the responses, the
students addressed both topics and even added third and fourth topics. Here is an example in that ongoing line of conversation of someone addressing the reading thread, touching upon the "travel" ideas and adding own:
- [Student F] adds:
Dear Keyboard Friends,
I am currently taking a break from the holiday – that is, opening day in Football Season. Books to add to the summer reading list:
Lorenzo Carcaterra's _Apaches_- an urban drama/thriller
Child/Preston's _Reliquary_-sci-fi urban thriller, and of course
Tom Clancy's _Rainbow Six_- not his usual, but still great. I look
forward to my summer reading and take advantage of free time. I am also hurrying to finish up my last novel before the big hubbub starts again. Between readings, I found time to ride roller
coasters at Cedar Point, go canoeing in the Allegheny National Forest, relax at Myrtle Beach and even some time to consider wedding plans.
Hope your school year is successful and you can smile again in June. [Student F]
These are such a small fraction of possible citations. The students shared a wide range of things, such as the following examples: (a) recipes and ideas for shopping; (b) family stories and personal
memories; (c) Websites for many fun and recreational purposes; (d) all kinds of exchanges having to do with holidays, poetry, graphics and artwork to liven up the text; and, (e) lots of encouragement, well wishes and
other socially oriented commentary. Sometimes, students just wanted to "talk" to someone. Here is a good example of that and the peer encouragement and support (Rorty, 1991) that was quick to follow. Note
that it was very late at night, and how the students utilize the "community" aspects of the online connectivity (from a "distance"):
- [Student 1]
Just feel the need to tell everyone that it is 10:58 and I am just now beginning work on my portfolio. I hope I am not alone. I have spent all weekend tweaking my research proposal. I just now
finished my lesson plan. Haven't gotten around to doing the map; I think that is due by next week anyhow. I usually am not a last minute person but my husband was involved in a very minor but stressful (for me)
car accident on Thursday, I went to a funeral on Friday for one of my students' parents (his dad died of cancer) and time is just slipping away. Get to work . . .
- [Student 2] addressed Student 1:
[Student 1] - You are not alone. It is now 11:15 and with the exception of about 45 minutes when [Student-a], [Student-b] and I went to my house to have dinner, I have been working with [them]
since 12:30 p.m. I think this is just too much togetherness but it sure helps me be more focused. Of course, [Student-a] nagging me to keep going helps too. Thanks to [Student-a] I think the only thing left is
to put things in my portfolio. I can't really get excited about the portfolio but I'll have a few things added to it.
- [Student 1] feels supported:
That's a relief to know others are up with me. Even though it is only 11:45 or so, I feel like it is 2:00 am or so. It is so quiet here it is eerie. Maybe the clacking of the keyboard will help me
stay awake.
- [Student 4] joins in:
Boy we are all hard workers at such a late time on Sunday evening. Wait a minute...it is now Monday morning. ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ!!!!!
- [Student 1] talks again:
Can you believe it is now 12:30 am almost and I am still not done? So why do I feel the need to keep checking this? I have one more thing to write up as a reflection for my portfolio then off the
bed I go! I guess if we all come in [to work] looking haggard tomorrow, at least we'll know why!
As mentioned before, the social element was present everywhere. In most every comment there was something more than just writing. The personality of the writer came through, and much of the responses
involved some mention to someone else's response (using their name or referring to the topic specifically). So, there was often the feeling that people were "talking" to someone directly – not just writing for the sake
of expression. As mentioned before, there were times where students did just write without social attachments. It happened in some reflective and metacognitive comments, and in responses that contained "internal
negotiation." The social elements did not usually take the students too far off the particular course related topic. In a thread concerning an academic topic, the social element might be a quick aside, a
funny aspect, a comment meant to throw in a little humor or to lighten an otherwise "serious" situation – usually, in the case of a problem or complaint. Many used introductory remarks to recognize the
comments of others. These following examples were extracted from an item entitled "Learning Hall: Exploring Issues in WBL [Web-Based Learning] I." This helps to demonstrate the idea of community of learners and
community of practitioners. There is simultaneous community-building and professional exchange of ideas, opinions and information. Here are the introductory remarks without the typically long (3-5 paragraphs) of
professional commentary:
- [Student name], I agree with your statement…
- As [Student name] said, the progress…
- [Student name], I think you made a valid point about…
- To agree with [Student-a] and [Student-b] the Internet is for everyone…
- Hey guys, well I too enjoyed the way this article…
Here is a brief response that typifies the social savvy that was the norm in discussions on course related and/or professional topics:
I thought [Student-a]'s response to the article [online article they had to discuss] was thorough and thought provoking. She is right…is the net for everyone? It certainly is not useful to everyone in
the same way. Like [Student-b] said, how exactly are we, as educators, going to monitor how our students use the web? Good questions guys!
Empathizing.
There was plenty of empathizing. This was not a concept that was in the literature, except for possibly being assumed to be an inherent element in a normal community-building scenario (Rorty, 1991). That is, humans, in an effort to share personal things and to get to know one another better, are going to be most likely engaged in some empathetic behavior. As for this online experience, there was a definite element of empathetic behavior throughout the semester. Of course, this was especially prevalent in proximity to problems, concerns, and frustrations that were expressed. Empathizing, therefore, was most common in the items that dealt with (a) reflection, (b) socialization, or (c) places for questions and problems (e.g., Technical Issues & Faculty Lounge).
Two distinct types of empathy emerged as separate subcategories: "Peer Empathy" and "Group Empathy." Below are two small sections on each one. The peer empathy was directed to a colleague, and the group
empathy was directed to the "community" of learners or practitioners. They were very distinct and it needed these two categories. This is an interesting aspect of the online experience that would most likely not be that
obvious in a normal classroom. In this situation, everyone was privy to complaints and problems that all people were having. Then, a student would step in and offer empathy, and usually encouragement. In fact, for a
while, this researcher had "encouragement" as a separate category. In the end, it fit best under the empathy bins. First, here is a brief discussion on "Peer Empathy." In many responses there was direct empathy to
one person. Usually this person had expressed some kind of frustration, problem, or concern. The students and instructor were quick to respond to these people and offer, among other things, an empathetic ear. A student
expresses having problems starting off the school year, and having to leave her young son at daycare. These were the immediate responses, each addressing that student, [Student name]:
- [Student name] - no you are not the only one that is having difficulty getting started. Maybe if the semester hadn't started on the first day back to school we might feel differently. It is always a few weeks
before things settle down
- [Student name], I can relate to how you must be feeling. I am experiencing major withdrawal symptoms after being separated from my 5 month old grandson.
- [Student name], I am very far behind too. I went to the GMU library today but the system was down, I spent 4 hours looking through magazines that were not in alphabetical order!
This next example is about a student [2] who, after sharing his own problems, directs empathy at another student [1] (who had complained earlier about too much work and being behind), and then a third
student [3] comes to his [2's] side, offering empathy and encouragement, too!
- [Student 2]
Maybe this isn't the time or place for a little fun but I'm a little behind – don't think Ill ever catch up - my social life is gone and life is pretty dull - well maybe dull isn't the correct word
- how about hectic, frantic, or burdened. The words "burned out" come to mind. I will make it. [Student 1], you will make it. We all will! I just like to liven things up a little. Always
was the "good kid" now well I m just trying to keep up and not be fed up.
- [Student 3] replies to Student 2:
[Student 2], don't worry we are all behind. Thank goodness this program allows for that. Just take it one step at a time. I'm sure you are! …Hang in there.
Second, here is a brief discussion on "Group Empathy." This was a very interesting aspect. It was beyond just empathizing with someone's problem. There was actually group encouragement and at times a
sincere camaraderie. People became group spokespersons at times, attempting to capture a plight or a group experience and shed some light on it, or offer encouragement. Much was aimed at getting through this particular
online learning experience, as it had its own set of unique troubles and was new to the great majority of students. A couple of times students even used metaphor to capture a group experience, again injecting empathy
and encouragement. Here are some examples of group empathy. These four students are commenting on their plight as a "cohort" in their graduate program in instructional technology.
- Less than 7 months all - we can do it!
- I agree gang, we WILL all get through it. It helps to not look at the big picture and only take one day or week at a time. As long as we all have it done by the end of the semester. Try to get a little fresh air
this weekend.
- I had a feeling we would be busting butt this time of year. Can you imagine what life will be like with the holidays just around the corner!!!
- You know what...I can totally relate to what you are all saying, but what I've learned is that it's all a process and life continues to happen and there's never enough time or too little stress. When you finish
your degree it's a starting point, not an ending, not the finish, as it seems now. You wouldn't have come this far if it was about jumping hoops. You want to learn and you are. That will stay with you. And
later, you'll think god, that was good, the learning that happened there.
The concept of empathy and its frequent partner, encouragement, definitely added to the community-building environment. These people, as students and as practitioners, had a support network (Rogoff, 1994)
that was evident in the online interaction. Story-telling.
This is perhaps best subsumed under socializing, but it does seem to have its own place in the larger framework. The students, through story-telling, could share a wide range of ideas, thoughts, values, and commentary on personal, social, and professional topics. What made it different than just "talking" was the element of a story, a personal plight or experience. This not only helped in a mentoring way, but also contributed to community-building in general (Rorty, 1991).
Here is an example of a story with something to offer. Note how the student followed up with peer encouragement:
As I read past the disadvantages of computer conferencing I remember one of my past courses I took during the summer session at [local community college]. They have courses offered through the
[distance learning program]. This allows you to communicate via mail. It is independently run. And each student must be disciplined enough to be very structured in your coursework. Oh yeah, and complete by a certain
date. Therefore, it was the biggest mistake of my life. [Student's space – for easier online reading.] I did complete it, although I begged for a brief extension to finish the
last project. It was a burden and a different change not to have a professor, a class/students, and a designated meeting time to keep me paced. This detailed experience shows how apprehensive I was at the beginning
of this semester…I think that the famous song from Gloria Gaynor (spelling?) should ring loud and clear in our minds..."I will survive!"-until May.
Here is a complete response that has a "story" with embedded commentary on professional topics. Note how it also includes reflective comments and negotiation with peer practitioners, too.
Many of us have mentioned the frustration of technical "glitches" with the computers/printers/scanners/web, the tools we must rely on to present these great lessons that we have created. I
know what these have done to my once positive attitude about incorporating technology in my lesson plans to any great extent. [Student's space.] For example, I was thrilled when I
learned PowerPoint in a district class and immediately created a presentation for my class tied to a field trip we were to take. I managed to finally show the presentation to a different class about 3 months later
due to all the false starts...sigh. I also remember that my brother had to take programs to the computer department behind a bank type window and turn it over to some tech to see if it would run on the computers
that were floor-to-ceiling and side-by-side around the room...we've come a long way! [Student's space] I'm wondering whether we are still moving toward a day when the bugs will be
worked out and computers will become a consistently reliable tool, or whether the numbers of users has so increased that we have moved beyond the capacity that systems (i.e. servers, repair techs, etc. as support)
can adequately deal with and our problems will multiply from here.
True stories from their lives made the online community come alive, as well as sharing the actual content of the story (whether it was purely entertainment, or had a moral issue, or some professional
topic). Here are two examples of people telling stories from their lives. This first one is mostly entertainment.
I saw Senator John Kennedy when he was campaigning in Penna. I was about eight years. He was in a convertible waving to everyone. He had the biggest smile I have ever seen. Fast forward to living
here...about a year ago, we had good friends visiting and decided to give them a very fast tour of the monuments just prior to catching an early flight out of National airport. …my husband…is not shy...and while
walking (running) back the car, he spotted Newt Gingrich (Spelling?) out for a early Sunday stroll with secret service all around him. My husband walked up to him like he was a long lost friend...and of course Newt
responded in a very friendly, please vote for me, kind of way. He shook everyone's hand and they all thought [my husband] must be well connected! We got a good chuckle out of this, and their quick visit to DC left
quite and impression.
This second story is sharing something more personal and touching.
…last Thanksgiving we took in a family [family 1] of 5 from Hungary. They are in the process of getting their work permit and then eventually their green card. It was truly amazing how our paths
crossed. The summer of 97 my [family] went with another family to Hungary to do some mission work. We briefly met the [name of family 1] because they were getting ready to pack up and come to the USA when we were
over there.
[student space] We fell in love with the people of Hungary…..Our church, along with other churches has helped build a church in Velence, Hungary…..We have also sent money to help
this other family [family 2] build a home.…With the help of donations my husband had the privilege of helping to build a new home for them. We just received some video of how the house is coming….
[back to family 1]… The [family 1]'s had such problems when they came to the US. Their visa was done incorrectly and they came over with the intention of staying and found out they were on tourist visa's. Once
the processing started the family found out it would take a year + to just get their work permit. We asked the family to come live with us. It was four months. We were able to get them set up with housing….
[student space]
We introduced the [family 1] to Thanksgiving because in Hungary they were not thankful for their country's govt. and it is a very sad story to hear about the wars and how it affected their land. SO
Thanksgiving was a whole new concept for them. So this year we were treated to a wonderful Hungarian-Thanksgiving meal with [them]. They truly know the meaning of a Thankful heart! They have certainly taught me so much.
It is so easy to get wrapped up in all the "stuff" we have. But when it all comes down to it freedom in our country, our family and friends, and faith is what it is all about. I will never look at Thanksgiving
the same again. |
