Successfully launching an online learning community takes presence



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Whether it is your first of fortieth time facilitating an online course the launch period can make or break the flow for the rest of the term.  What an instructor does just prior and during these first few days sets the participation level for learners to follow.

Social presence is the process of getting to know one another on equal footing through safe disclosure.  The online instructor sets the tone to guide learners into a community in which trust, respect and learning objectives come together (Boettcher & Conrad, 2010).  Within the first days of class, it is important that the instructor directs the learners to all the online support tools needed throughout the course.  Additionally, students appreciate clear communication lines that offer structure and outline expectations. 



Oftentimes, online learning begins from an individual perspective.  The student logs on and may not even realize that other learners are accessing the course at the same time.  Without feeling that there are supportive elements available, isolation can occur.  One way to reduce this isolation is to have all the tools at the ready so the student feels more like they are browsing the library shelves instead of walking into an empty room.  The first tools necessary are a clearly laid out syllabus, weekly agenda, course learning objectives, deadlines and contact information for the instructor’s office hours. 

Just because an online student can access their course 24/7, doesn’t mean that the instructor must be waiting by at all times.  Students understand that instructors have schedules, but it can be very frustrating to try to reach an instructor and not have any idea of when or if a response is forthcoming.  To alleviate fears, instructors should post their preferred contact method and standard turn-a-round times.  Additionally, within the course platform the student should have access to a technical support, as well as library and writing resources. 

If you are a new online instructor, expect to devote more time investment upfront.  In online settings, the air is ripe for miscommunication because there are no verbal or physical cues to rely on.  Online courses also draw a diverse global audience, so cultural, time or technical abilities may also come into play.  For the new online learner there could be a large learning gap to overcome.  Seeing that the instructor has a regular scheduled presence throughout the week can help concerned learners feel calmer.  The structure provides a support element that can be relied upon.

“Regular and timely interaction of faculty with students is one of the key quality indicators of online courses” (Boettcher & Conrad, 2010, p 75).  While you are getting the hang of online instruction it might be advantageous to utilize a variety of methods to effectively get to know each student.  Just like in a traditional classroom, icebreakers offer a way for everyone to get to know each other a bit in a relaxed atmosphere.  You may start off the course with an icebreaker that allows the learners to introduce themselves, why they are taking the course and what learning goals they are working to reach for the first week.  In the second week, you might take the icebreaker activity a bit further to uncover cognitive reasoning processes.  Icebreakers such as: What kind of animal (Conrad & Donaldson, 2011), Flavor of ice cream (Laureate Education, Inc., 2012) or Time machine offer insight and a fun learning opportunity.  

Just because you are the instructor does not relieve you from the duty to continue your own learning curve.  Poll your students to find out what online resources or applications they have discovered.  The depth of Web 2.0 is so far reaching that no one can learn all the tools that are available on their own.  With each new course comes an opportunity to learn a new tool and share your discovery with your learners.  When an instructor shows that they too are a student in the technical sense, the learners will appreciate that the instructor can relate to their own learning curves. 

The basis of social presence is to be relatable as a human instead of as typed words on a computer screen.  Each person might enter an online course through keys and bandwidth, but once within the course environment they should feel surrounded by people through thoughts, words and actions.  This is what builds a community that sustains learning objectives and future direction.

 Reference

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. 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.

Laureate Education, Inc. (Executive Producer). (2012). EDUC 6179: Online Instructional Strategies for Adult Learners [Video Program Transcript].  In Launching the online learning experience. Retrieved from http://mym.cdn.laureate-media.com/Walden/EDUC/6179/03/downloads/WAL_EDUC6179_03_A_EN.pdf