And away we go…

Launching an online course in a positive manner is key to success in the learning environment. The old adage “you never get a second chance to make a first impression” is true here. How we start the course determines the momentum we carry forth into the remaining weeks. A poor start is difficult to overcome, especially in shortened terms commonly found in online education.

Positive, lasting, first impressions can be created in several ways. Two common, and effective, methods are Introductions/Bios and Icebreakers. Building a learning community is crucial to the success of an online learning environment, so the “getting to know you” phase carries much significance. What the learner says (and doesn’t say!) in an introduction/bio helps both peers and the instructor begin to create a personal connection with the learner. Online learning especially carries the potential for a learner to just feel like a “number” who is remote, alone, and insignificant. Developing a personal connection counters this potential by creating a safe and trusting learning environment. Icebreakers can be a fun and informative tool in getting to know each other. A well designed and implemented Icebreaker further builds personal connections by capturing learners’ interest in fun and unique ways. Many learners may expect a rigid and formal classroom experience and are surprised to find humor and genuine interest expressed in creating personal connections.

Building community also allows creation of presence. I can best describe this as “being there.” Learners need to know that their peers and the instructor are there for them and with them. Presence should be demonstrated at many levels: social, cognitive, and teaching. These do not pertain just to the instructor; everyone in a learning community gets involved in each level of presence and should be encouraged to do so. Though they may not think so, learners have something to offer, especially from a teaching perspective. Likewise, the instructor stands to learn from the experience as well, and should let the community know that!

Another important aspect of building community and creating a safe and trusting learning environment is to encourage learners to review the course requirements, content, and resources. They need a clear understanding of the syllabus and the course rubrics. Not understanding what the course expectations are creates an environment which lacks trust and cohesion. A thorough understanding of all expectations puts the entire learning community on the same page and avoids hurt feelings and surprises later in the term. Learners should also become familiar with the Course Management System (CMS) and be allowed to ask questions to resolve challenges in navigating this fundamental part of online learning. Not understanding how to navigate the CMS presents an immediate roadblock for learners and can result in them feeling confused, angry, and disconnected. This is easily overcome with a CMS orientation and an open door policy with any questions about its navigation.

Additional considerations for developing a successful learning community may be the previous experiences (or lack of) of the learner, cultural differences, gender, generational issues, language ability, cognitive abilities, and personal expectations/goals. A well prepared educator is aware of potential issues and is ready to address issues as they come up. Especially when teaching adults through an online forum, the diversity of the population is almost infinite. Being successful in creating a safe, trusting, connected online learning community will require the educator to be sensitive, prepared, and versatile. Working together, learners and educators can coalesce into an online community which is a successful learning environment.