Developing an online learning community

Online learning offers opportunities and benefits to all learners including learners who find it difficult to be present in a traditional face to face classroom setting. Despite the huge potential benefits of online learning, online learners have reported feeling lonely resulting in high dropout rates. Nurturing an active learning community is critical to a successful online learning environment to which all learners should belong. As you learned from this week’s learning resources, students and instructors should play an active role in building and maintaining a successful learning community. For this week’s discussion, you and your colleagues will discuss ways of building and maintaining a class learning community and how students and instructors can contribute to this effort.

Begin by reviewing information in this week’s learning resources and any other relevant external resources. You should also consider your experience in the online learning environment and then reflect on the following questions:

• What are the essential elements of a successful learning community?

• From the viewpoint of the instructor, what activities can be included at the beginning of the course to start building a learning community? What can the instructor do throughout the course to maintain the learning community?

• From the viewpoint of the student, how should a student relate to his/her class mates and the instructor? How can students contribute to the development of a successful learning community?

By Wednesday:

Post your thoughts on what you consider to be the essential elements of a successful learning community. Explain, from the perspective of the instructor and the learner, how members of the learning community can contribute to its success.

 

By Sunday:
Read through a sampling of the postings of your class mates, focusing particularly on those to which you can add relevant or insightful comments that expand the discussion. Respond to at least two of your class mates’ postings by noting a similarity or difference to your posting, making a suggestion, or asking a question.
Return to the discussion to read the responses to your initial posting and continue the discussion.

 

Discussion Rubric
Please make sure to download and go through the rubric below so that you have an idea of what standard of work that is expected.

Discussion Rubric

 

Seeking help

Should you need any clarification or assistance, please feel free to contact your instructor by email.

Thank you.

 

Plagiarism detection and prevention

webster.edu

“Plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) materials without acknowledging its source” (Council of Writing Program Administrators, 2003). Since plagiarism adversely affects academic integrity, efforts should be made to minimize its occurrence. Palloff (n.d.) has explained that while cases of plagiarism in the online environment are more visible than the face to face environment, research seems to indicate that cases of plagiarism in the online environment are as prevalent as in the face to face environment.

Plagiarism detection software

While the risk and/or opportunity of indulging in plagiarism is greater in the online environment because of the ease of use of the “copy and paste” facility, the ability to detect plagiarism has significantly increased due to the availability and use of plagiarism detection software such as Turnitin (Jocoy & DiBiase, 2006). A study conducted by Bull, Colins, Coughlin and Sharp (2000) revealed that most of the available software tools were relatively effective at detecting plagiarism. However, the same study also noted that “there is not a single service or software tool that will detect all sources of plagiarised material encountered by academics” (p.5.) in particular content from electronic discussion boards and conventional paper based books and theses.

 

Concerns have also been raised about the non-use of available plagiarism detection software by some faculty. A study conducted by Brown, Jordan, Rubin and Arome (2010) revealed that less than ten percent of faculty were using the available Turnitin plagiarism detection software. While non-users gave different reasons for not using the software, the most frequent reason given was the belief that the professor could detect plagiarism without making use of the software. Rather than placing too much reliance on software to detect and prevent all cases of plagiarism and cheating, Palloff (n.d.) and other scholars have suggested that there is need to develop a wide range of strategies aimed at detecting and deterring student dishonesty.

 

Additional strategies

Some faculty prefer to use assessment design as a means of discouraging dishonesty. For example, this can be achieved by designing assessments that require students to demonstrate application of knowledge. Other faculty have reported using plagiarism detection software to teach students how to cite (Brown, Jordan, Rubin & Arome, 2010). One strategy that is often overlooked is to educate students about plagiarism and the need to uphold academic integrity. Students also need information on what constitutes plagiarism and cheating because certain practices that are considered to be academic dishonesty might not be that apparent to the students. For example, re-using your work from previous courses is considered cheating (Palloff, n.d.). 

 

References

 

Bull, J., Colins, C., Coughlin, E., & Sharp, D. (2000). Technical review of plagiarism detection software report. Retrieved from

http://www.jisc.ac.uk/media/documents/programmes/plagiarism/luton.pdf

 

Brown, V., Jordan, R., Rubin, N., & Arome, G. (2010). Strengths and weaknesses of plagiarism detection software. Journal of Literacy and Technology, 11(1/2), 110-131. Retrieved from Education Research Complete database.

 

Council of Writing Program Administrators (2003). Defining and avoiding plagiarism: The WPA statement on best practices. Retrieved from

http://wpacouncil.org/node/9

 

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, (1), 1-15. Retrieved from Education Research Complete database.

 

Palloff, R. (Walden University). (n.d.). Plagiarism and cheating. [DVD].

 

 

 

 

Impact of technology and multimedia on online learning environments

While technology has helped to eliminate challenges associated with geographic distance and time separations, there is need to effectively harness technology in such a way that the sense of isolation that is often associated with online learning environments is not only overcome but successful learning experiences for the online learner are also created. One strategy aimed at overcoming isolation is to increase the level of interactivity in online classes. It has been suggested that “students demonstrate more positive attitudes and higher levels of performance when online classes are highly interactive” (Durrington, Berryhill & Swafford, 2006, p. 1). Research has also established that students in e-learning environments that provided interactive video achieved “significantly better learning performance and a higher level of learner satisfaction than those in other settings” (Zhang, Zhou, Briggs & Nunamaker, 2005, p. 15).

What are the most important considerations an online instructor should make before implementing technology?

The first thing that an instructor has to do is to have an appreciation of technologies used in online learning environments and identify those technologies that will have the most significant impact on learning. Dr. Piskurich (n.d.) has suggested that there is need to select the right type of technology and delivery method to support learning activities. For example, instructor-supported asynchronous learning has proved to be a popular way of implementing online learning programs. Usability and accessibility of technology tools are also important considerations.

What implications do usability and accessibility of technology tools have for online learning?

Usability, is the “effectiveness, efficiency and satisfaction with which users can achieve specified learning goals in a particular environment or with a particular tool or learning resource” (Cooper, Colwell & Jelfs, 2007, p. 232). Accessibility is concerned with the flexibility of the technology tools to meet the needs and preferences of all users, including disabled users. Cooper, Colwell & Jelfs (2007) have suggested that usability and accessibility need to be considered together because they are intrinsically linked.

Usability and accessibility issues need to be addressed early during the system development phase because they have a direct impact on the effectiveness of the system for all learners (although disabled learners are likely to be affected the most). In extreme cases some learners might not be able to use the system at all if these issues are not adequately addressed. Problems with usability and accessibility invariably lead to learner dissatisfaction and poor levels of learning performance.

Key technologies for online teaching and learning

Technologies that can be used to deliver online learning experiences include course management systems and Web 2.0 tools such as blogs, wikis and podcasts. Course management systems provide virtual classroom learning environments that facilitate interactive learning using popular tools such as the asynchronous discussion board. On the other hand, the use of web 2.0 technologies has helped in creating an engaging online learning environment. Web 2.0 tools facilitate collaboration amongst learners through user generated content (Palloff, & Pratt, n.d.).

References

Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: Considerations e-learning research and development projects. ALT-J: Research in Learning Technology, 15. Retrieved from the Education Research Complete database.

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from

http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Piskurich, G. (Walden University). (n.d.). Planning and designing online courses. [DVD].

Palloff, R. & Pratt, K. (Walden University). (n.d.). Enhancing the online experience. [DVD].

Zhang, D., Zhou, L., Briggs, R.O. & Nunamaker, J.F. (2005). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information Management, 43(2006). Retrieved from

http://www.qou.edu/arabic/researchProgram/eLearningResearchs/instructional.pdf

 

 

 

Setting up an online learning experience

Introduction

Setting up an online environment is critical to creating a positive learning experience. While there are a number of issues to consider, I will focus on three areas, namely, the need to understand the technology and learning environment, the need to communicate clear expectations to learners, and other special considerations that the instructor need to take into account. 

What is the significance of knowing the technology available to you?

Technology plays a critical role in online learning because it “mediates the separation between teacher and learner” (Sumner, 2000, p. 271) and helps to provide online learners with equivalent learning experiences to face to face learning environments (Simonson, n.d.). It is therefore important for the instructor (and the learner) to have an appreciation of technologies used in online learning environments and to develop skills to use these technologies effectively.

While it might neither be practicable nor desirable to acquire all the knowledge and make use of all the available technological tools at once, there are some essential tools that the instructor needs to be conversant with. Essential tools highlighted by Boettcher and Conrad (2010) include the following: course management systems; email and discussion boards; audio and video resources; web 2.0 tools such as blogs, wikis and media sharing sites; plagiarism detection software.

Why is it essential to communicate clear expectations to learners?

Communicating clear expectations to learners helps to give them a sense of direction in an environment where they are largely responsible for their learning. The syllabus and weekly teaching (and learning) guide are examples of important communication tools. Although the syllabus performs the same function as in the face to face environment, the online syllabus clearly “sets out the overall course plan with performance goals, learning outcomes and requirements” (Boettcher and Conrad, 2010, p. 64).

What additional considerations should the instructor take into account when setting up an online learning experience?

One important consideration that the instructor should take into account is the need to ensure that the learners are engaged from the beginning. There is need to build a learning community and establish social presence. Social presence helps to improve learner comfort levels and the sense of being around other participants (Palloff & Pratt, 2005). An activity that can be used to open lines of communication in a learning community is an icebreaker (Conrad and Donaldson, 2011).

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and San Francisco, CA: Jossey-Bass.

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Palloff, R. & Pratt, K. (2005). Online learning communities revisited. 21st

annual conference on distance earning and teaching. Retrieved from

http://www.uwex.edu/disted/conference/resource_library/proceedings/05_18

01.pdf

Simonson, M. (Walden University). (n.d.). Theory and distance learning. Equivalency theory.  [DVD].

Sumner, J. (2000). Serving the system: a critical history of distance education. Open Learning, 15(3). Retrieved from http://pages.towson.edu/bsadera/istc717/modules05/module8/3888263.pdf

 

 

Online learning communities

http://www.learningsolutionsmag.com

 

Palloff and Pratt (n.d.) have identified the following main elements that make up an online learning community: people and the purpose that connects them together; process, such as the rules of engagement among community members; social presence and how it gets developed. Learning in online learning communities is a shared responsibility in which every member of the community including the student and instructor contributes to the learning process while supporting each other.

Social presence and community building

The benefits that arise when a course is delivered using the learning community concept include student satisfaction, reduction in attrition rates, increased positive perception about learning, and increased motivation to succeed. Online learning communities can be sustained by improving the levels of social presence among participants (Palloff and Pratt, n.d.). Social presence helps to improve learner comfort levels and the sense of being around other participants. Recent research has shown that social presence contributes positively to learning outcomes and learner satisfaction (Palloff & Pratt, 2005). Social presence has also been identified as one of the “most significant factors in improving instructional effectiveness and building a sense of community” (Aragon, 2003, p. 57).

Strategies for sustaining social presence

Aragon (2003) has recommended the following strategies for creating and sustaining social presence in online environments: welcome messages from the instructor; student profiles at the beginning of the course; use of audio messages; class sizes of not more than 30 students per instructor; use of collaborative learning activities; active participation in discussion boards by students and the instructor; providing frequent feedback to students; sharing personal stories and experiences; addressing students by name and allowing students options for addressing the instructor.

References

Aragon, S.R. (2003). Creating social presence in online environments.

New directions for adult and continuous education, Wiley Periodicals, Inc. Retrieved from http://portfolio.educ.kent.edu/daltone/cmc/articles/jp_aragon.pdf

Palloff, R. & Pratt, K. (Walden University). (n.d.). Online learning communities. [DVD].

Palloff, R. & Pratt, K. (2005). Online learning communities revisited. 21^st annual conference on distance earning and teaching. Retrieved from

http://www.uwex.edu/disted/conference/resource_library/proceedings/05_1801.pdf

 

Online Instructional Strategies

During the next eight weeks, this blog will focus on online instructional strategies. I look forward to sharing information with you.

Illinois Online Network

 

Although the online learning environment is different from the traditional classroom setting, the University of Illinois  has suggested that most instructional strategies that have successfully been used in the traditional classroom can be adapted to facilitate online learning.

Web sites visited:

http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp

Scope creep can cause project failure

Introduction

Scope is one of the key elements that needs to be monitored, controlled and managed during project management because scope creep (uncontrolled changes in project scope) is inherent in most projects and is a major cause of cost and time overrun (Lynch & Roecker, 2007) and even project failure. In this article I will discuss a project that failed due to poor project management and issues to do with scope creep.

Failed computerization project

The National Social Security Authority (NSSA) is a quasi-government organization established by the Zimbabwean government to provide social security services and benefits to members contributing to schemes under its administration. A newspaper article by Mambo (2012) reported that NSSA lost about $4.5 million to a service provider after terminating the service provider’s contract citing incompetence and failure to provide a functioning system to agreed specifications. The matter ended up in court after the service provider disputed NSSA’s claims of incompetence and NSSA lost the court case. The project, which was scheduled to take eight months, was terminated after twenty four months. NSSA’s internal managers who were assigned to manage the project were blamed for the project’s failure. The disagreement between NSSA and the service provider on the deliverables has been attributed to scope creep.

Causes of scope creep

The following are some of the main causes of scope creep that have been highlighted by de Sousa (2009):

• Poorly detailed project scope statement in the project initiation document
• Poor requirements analysis
• Poor control of the project by the project manager
• Indecisive project stakeholders
• Too many project stakeholders with differing priorities and objectives

How NSSA’s issues could have been handled

If I were the project manager for the NSSA project, I would ensure that the project scope (detailing all major deliverables and boundaries) was clearly defined at the beginning of the project, documented and agreed upon by all major stakeholders (Villanova University, 2013). This helps to minimize the chances of scope creep and disagreements as the project progresses. I would also ensure that thorough requirements analysis has been done and users are involved throughout the project.

However, it should be noted that scope creep can still occur even when the scope has been clearly defined. For example a change in vision can result in scope creep (Lynch & Roecker, 2007). In situations where changes have to be made to the project scope as a result of requests by the client, Dr. Stolovitch (n.d.) has suggested that there is need to formally capture the proposed changes using a change of scope document and then determine the effect of the changes on project variables such as the budget and timeline before seeking client approval to effect changes and then finally communicating the changes to the project team and other stakeholders.

Conclusion

While the project manager should make an effort to guard against scope creep throughout the project by, among other things, discouraging requests for changes from various stakeholders, the project manager should be prepared to manage scope creep when it becomes inevitable.

References

de Sousa, S. (2009). What are the causes of scope creep?. Retrieved from

http://www.my-project-management-expert.com/causes-of-scope-creep.html

Lynch, M. M., & Roecker, J. (2007). Project managing e-learning: A handbook for successful design, delivery, and management. London: Routledge.

Chapter 5. Retrieved from

https://class.waldenu.edu/bbcswebdav/institution/USW1/201340_02/MS_INDT/EDUC_6145/Week%206/Resources/Week%206%20Resources/embedded/6145_Wk6_Lynch_Ch5.pdf

Mambo, E. (2012, July 27). NSSA loses US$4.5 million in botched computer deal. Zimbabwe Independent Online. Retrieved from

http://www.theindependent.co.zw/2012/07/27/nssa-loses-us45m-in-botched-computer-deal/

Stolovitch, H. (Walden University). (n.d.). Monitoring projects. [DVD].

Villanova University (2013). Managing scope creep in project management

http://www.villanovau.com/project-management-scope-creep/