1. Promoting a Real and Virtual Community of Learners Technology in Theological Education Group (TTEG) Scottsdale, Arizona November 16, 2012 Mark A. Maddix, Ph.D. Dean, School of Theology Northwest Nazarene University

2. Social Media Revolution  Facebook, Twitter, Linkedin, blogging, etc.  These virtual “communities” are a testimony of the way social interaction is taking place in virtual spaces.  What constitutes “real” virtual learning communities?

3. Online Learning Communities Learning Communities help individual learners “achieve what they cannot do on their own” (Shea & Pickett, 2006, 155). Community means “to share” (Palloff & Pratt, 1999, 25). Sharing occurs through interaction within social networks which are formed in community.

4. Defining Learning Communities  A sense of shared purpose  Established boundaries that define who is a member and who is not.  Establishment and enforcement of rules/policies regarding community behavior,  Regular interaction among members (faculty and students)  A level of trust, respect and support among community members.

5. Why Online Learning Communities?  Learning and formation takes place best in supportive social contexts.  Social learning creates a context for persons to be spiritually formed and shaped.  Concern about “disembodied” education.  Online education can provide a context for contextualized embodiment which is incarnational (Hess, 2005).  Divine Pedagogy as koinonia is not restricted to physical presence since Paul says we enjoy the fellowship with Christ now (I Cor. 1:9).

6. Developing Online Learning Communities Transactional Distance is the psychological and communication gap between instructor and student (Moore and Kearsley, 2011).  Transaction distance is reduced through the frequency of dialogue and discussion with students and faculty (Rovai, 2002).  Regular online dialogue through forums between faculty-student and student-student creates real community.

7. Social Presence  Communication online must be more than in a face-to-face course---social presence enhances community (Ravoi, 2005).  The best online faculty are actively present in the course (daily).  When social presence increases it enhances learning (Rovai 2002, 8).  Keeping pace with the class-if you are not present the student will move on.  Prompt feedback from faculty.

8. Community of Inquiry Model (CIM) Garrison and Anderson, 2003, 29

9. Community of Inquiry Model (CIM)  Cognitive Presence is the extent to which the participants are able to construct meaning through sustained communication. It is a higher order of thinking and learning  Discussion and dialogue that fosters critical thinking.  Social Presence is the ability of learners to project their personal characteristics into the community as “real people.”

10.  Teaching Presence is defined as the design and facilitation of the course providing personal meaning and worthwhile educational learning outcomes (Garrison & Anderson, 2003, 29).  The Teacher is to facilitate structured and appropriate online learning guidelines to ensure student engagement.  Constructivist rather instructivistic approach to education.

11. What Students and Faculty ranked as important in building online communities? Student Ranking Order  Instructor Modeling  Student interest in class  Sufficient time for discussion & interaction  Interaction and dialogue Faculty Ranking Order  Interaction and dialogue  Student interest in class  Sufficient time for discussion & interaction  Instructor Modeling Vesely, P., L. Bloom, & J. Sherlock. (2007).

12. Developing Supportive Learning Communities Students need to feel welcomed, supported, and safe for effective learning. Students need to feel welcomed, supported, and safe for effective learning. Create course with equal dialogue between Create course with equal dialogue between Student and Student Student and Student Faculty and Student Faculty and Student Students to Course Materials (lectures and reading materials) Students to Course Materials (lectures and reading materials) Small Group Projects and Discussion Small Group Projects and Discussion

13. Be sensitive to gender and ethnic differences in the online context. Talk with students who dominate discussion or students who are more silent. Be careful not to give judgmental answers or confront students when you are emotionally charged. Make phone calls Skype account for all students

14. Discussion is the heart of online learning. Develop good communication through open questions and specific questions related to content areas. Avoid two extremes, Mothering and Orphaning. Online Discussion Forums

15. Discussion Board Rubric Discussion Board Rubric Discussion Board includes: Discussion Board includes: Open question and answer forums Open question and answer forums Encourage critical thinking Encourage critical thinking Support students reflections Support students reflections Give answers to course readings and materials. Give answers to course readings and materials. Develop Assignments that encourage active learning-apply information to students life. Develop Assignments that encourage active learning-apply information to students life.

16. Framework Rubric Provide a clear discussion board rubric: Provide a clear discussion board rubric: – Thoughtful responses (knowledge) – Clarity of grammar/writing (content) – Submitted on time. Provide clear guidelines for discussion posts. Provide clear guidelines for discussion posts. Be clear about the frequency of responses and the word length of responses. Be clear about the frequency of responses and the word length of responses.

17. Summarize threads to prompt further exploration. Praise students who respond effectively. Watch the use of humor, especially if cultural and ethnic backgrounds vary widely. Setting the pace: –Monitor the class daily. –Answer all outstanding questions each session. –Provide "whole class" feedback at regular intervals. –Proactively contact those who are falling behind.

18. Wonderful! 5 Great! 4 Acceptable 3 Inadequate 2 Poor 1 Score Stays on TaskThe student Follows teacher’s instructions and guidance. Occasionally the student gets off task and gets back on task without the need of the teacher’s assistance. The student is on task most of the time and is responsive to guidance meant to bring the student back on task. The student starts out following the specific instructions of the assignment but rapidly moves off subject. The student is unresponsive to instructor guidance. The student participates in the discussion in timely and substantive ways. The student posts to the online discussion 4 or more times with posts that are on task and contribute in a substantive way to the posted question. The student posts to the online discussion 3 times with posts that are on task and contribute in a substantive way to the posited question. The student posts to the online discussion 2 times with posts that are on task and contribute in a substantive way to the posted question. The student posts to the online discussion 1 times with a post that is on task and contributes in a substantive way to the posted question. The student has not participated in ways that are on task and contribute in a substantive way to the posted question. The student demonstrates a knowledge base from assigned texts The student’s posts are clearly built on familiarity with and comprehension of assigned materials. The student’s posts are clearly built on familiarity with and limited comprehension of assigned materials. The student’s posts are clearly built on some familiarity with and comprehension of assigned materials. The student’s posts are built on some familiarity with and limited comprehension of assigned materials. The student’s posts demonstrate a lack of familiarity with and comprehension of assigned materials.

20. How to develop online learning communities? All classes should not exceed 15-20 students. Online discussion should be 25-30% of the class assignments and grade. Ministry is contextualized through ministry engagement. Students have mentors for personal, spiritual, and skill development.

21. Virtual Water Cooler Prayer Room for prayer requests and devotionals (online devotionals). Technology…. Audacity Adobe-Connect Skype Asynchronous and Synchronous learning

22. Mark A. Maddix, Ph.D. Dean, School of Theology Professor of Practical Theology Northwest Nazarene University mamaddix@nnu.edu Best Practices of Online Education: A Guide for Christian Higher Education (Information Age Publishing) http://www.infoagepub.com/

23. Garrison, D. R. and T. Anderson. (2003). E-learning in the 21 st century: A framework for research and practice. New York: Routledge. Hess, Mary. (2005). Engaging technology in theological education. All that we cannot leave behind. Lanham, MD: Rowman and Littlefield Publishers, Inc. Lehman, Rosemary M and S. C.O. Conceicao (2010). Creating a Sense of Presence in Online Teaching: How to “be there” for Distance Learners. San Francisco: Jossey Bass. Maddix, Mark, J. Estep, and M. Lowe (2011). Best Practice of Online Education: A Guide to Christian Higher Education (Charlotte: Information Age Publishing). Moore, M. G. and G. Kearsley (2011). Distance education: A systems view of online learning (3 rd ed.). Belmont, CA: Wadsworth. Palloff, R. M. and K. Pratt. ( 2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom (Jossey Bass Higher and Adult Education Series). San Francisco: Jossey-Bass. _______. (1999). Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. San Francisco: Jossey-Bass.. Ravoi, A. (2002). Building a Sense of Community at a Distance. International Review of Research in Open and Distant Learning, 3(1), 1-16. Shea, P., C. Li, and A. Pickett. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education, 42(2), 91-100. United States Department of Education (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf Vesely, P., L. Bloom, & J. Sherlock. (2007). Key Elements of Building Online Community: Comparing Faculty and Student Perceptions. MERLOT Journal of Online Teaching and Learning, 3:3, September. http://jolt.merlot.org/vol3no3/vesely.htmhttp://jolt.merlot.org/vol3no3/vesely.htm