Collaborative Online Learning in Virtual Discussions

Abstract

A useful strategy for learning communities in the virtual environment is the real-time forum, also called a synchronous discussion. Due to the fast pace of educational technology, this study hopes to benefit educators by developing an awareness and knowledge of virtual discussion capabilities. Using this strategy, instructors are able to initiate and facilitate their learning environment using dynamic methods of communication in order to achieve successful communication and collaboration between members of the class. This article discusses a case study conducted at Pepperdine University in the Online Master of Arts in Educational Technology and the critical insights which can be used by similar university programs to influence their thinking of how to best prepare future learning communities in virtual discussions. This idea that learning through utilization of real-time discussions is becoming increasingly popular throughout the educational community especially since students have become more advanced in terms of technology than those from just a few years ago. For the instructors, the major hurdle was how to design learning communities that encouraged participation by creating a sense of community greater than what is seen in the traditional face-to-face environments; thus, differentiating them from solely correspondence or courses with asynchronous discussion only. These modes of discussion are powerful environments rich in collaboration, communication, reflection, and practical application. This article addresses some of the key issues concerning this environment, as well as some of its benefits and methods and includes detailed examples. Successful strategies for conducting online discussions are proposed and the study suggests this environment has developed its own potential for unique dialect that allows communication to be most effective in a text-based environment. Discussion guidelines are also explored. Some changes brought about through Pepperdine's redesign process were obvious; however, other design considerations were more significant in bringing quality discussions online. Local consequences and the broader significance are discussed. Examples are included that describe not only what participants saw as enabling aspects of the support system but also ways in which universities can enhance program development by learning from other pioneers in this area.

Learning is the human activity which least needs manipulation by others. Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting.