Active Learning Strategies for Online Learning

Online concept maps and digital, adaptive learning flashcards are introduced as two active learning resources that increase the social presence in online courses. These resources apply the spacing effect, which improves learning when the study sessions are appropriately spread out instead of cramming the information into one long session. Also, retrieval practice, which occurs when the learner is required to visualize the response instead of passively reviewing the answer, is used with these resources as well. Strategies for using online concept maps and digital, adaptive learning flashcards are discussed to provide online instructors with ideas on how they can use these tools to build rapport in the online classroom that leads to meaningful learning experiences.

Wikis as Tools for Enhancing Interaction and Fulfilling Expectations of Modern Learning Theories

Modern learning theories focus on the importance of social interaction as a means of facilitating and enhancing learning. In this context, an aspect of importance is the creation of learning communities (i.e., groups of persons with common learning goals). ICT tools are frequently used to create and maintain online learning communities by overcoming geographical and time restrictions as well as motivating learners and retaining a high degree of interaction among them. To achieve these goals, researchers adjust previous and propose new learning theories taking into consideration human, social, and technological factors in the learning process. This chapter first outlines relevant learning theories and then highlights wikis as tools that may assist learning by increasing social interaction.

On Social Presence

Social presence in online learning communities may be defined as the degree to which a learner feels connected with other learners and the teacher/educator, within a computer-mediated context. However, social presence is a broad construct that cannot be reduced to its manifestation in the specific context of distance-learning communities. How can we feel the presence of others? And, in virtue of what such a sensation may establish in our consciousness when others are actually not present in the physical environment we are in? This chapter includes a review of the main theoretical proposals to understand social presence, along with their guidelines to promote it, specific instruments and possible criticalities. Then, the different theories on social presence are resumed and integrated, in order to provide practical design guidelines open to the new technologies that may constitute innovative resources for the computer-mediated learning tools of the future (virtual reality, virtual worlds, augmented reality, and ambient intelligence).

Advancing Social Presence, Community, and Cognition Through Online Discussions

Discussions are an essential component of online learning and an ingredient in establishing learner and instructor presence. Online discussions are generally considered key to student success, but they can be challenging to design and facilitate effectively. Engaging discussions show learners' presence, provide a means for students to make external what they are working through cognitively, and facilitate community and connections among students and faculty. This chapter presents multiple tool and format options that designers and instructors can select from to effectively prepare for and facilitate discussion activities that promote social presence. It offers strategies for facilitation and assessment of student participation in online discussions and recommendations for writing discussion questions and structuring discussion activities to enhance social comfort and meaningful interactions in online learning experiences.

Promoting Online Connections Among Community College Students

This chapter discusses opportunities for serving community college students in online learning environments. Online community college students represent a unique population of higher education students because they are frequently first-generation students with developmental education requirements—novice students. There is a notable difference in student outcomes between university and community college students in the online format. Community college students typically have higher attrition and lower end-of-course grades in online courses compared to face-to-face courses. Although the reasons for this are still largely unknown, the statistics point to an urgent need to consider the design and delivery of online courses for this unique population. Through an examination of three learning theories, the authors discuss a variety of instructional strategies geared toward learner autonomy, dialogue, metacognition, self-regulation, feedback, affective communication, and multimedia.

Social Presence in Online Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

Responding to Contemporary Needs of Learning Communities Through Utilizing Emerging Social Networking Tools

This chapter aims to understand the nature of the learning processes of students who resorted to social networking sites (SNSs) during instructional activities. Throughout the research, a blended learning environment (BLE) involving both SNSs and face-to-face activities was utilized. Frequently used SNSs such as Google+, Twitter, Facebook, and Tumblr were used in accordance with the preferences of the students. Through synchronous, asynchronous, and multimedia supported affordances of SNSs, it was aimed to improve the learning experiences of the students. Explorations revealed that affordances of different SNSs facilitated students' customization of the tools in the BLE for relevant purposes throughout the course. Participants mentioned that they were satisfied with the course, expressed their intention to use contemporary SNSs for their own instructional activities, appreciated the free and flexible learning atmosphere provided by the BLE, and underlined the importance of communication and sharing opportunities among all stakeholders in the classroom.

Power Distance and Teacher Authority in an Online Learning Environment

Computer-aided instruction has assumed a prominent role in language teacher preparation programs, as educators increasingly turn to online environments to extend learning beyond the classroom, stimulate critical thinking, and motivate future language teachers to “think outside the box” and take responsibility for their own learning. In online educational settings, instructor presence plays a significant role, and its impact has been extensively explored. However, the majority of the research has been carried out in Western countries, where the cultural norms of individualism, low power distance between teachers and students, and a high level of acceptance of instructor feedback typically play a positive role in online student-teacher interactions. Few studies have looked at the issue of instructor presence in Eastern cultures, where teachers are traditionally granted a high degree of authority, and learners often have a lower tolerance for situations where independent thought and creativity are called for – as is often the case in online learning.