Module 4 - Communication, Collaboration, and Content

            There are many technological innovations available today that can be used for multiple purposes.  Instructors and students need to begin viewing the technology we already use as a learning tool, and asking how it can be integrated into distance education.  While some tools and strategies are more popular than others, it truly depends on using what will meet the student’s needs.  Within my graphic organizer I highlighted the well known tools and strategies that I have been using and found to be effective.  Distance education can be as successful as face to face learning when the technologies are appropriate for the instructional tasks (Durrington, Berryhill, & Swafford, 2006, p. 190).  It is vital to be able to effectively communicate, collaborate, and gain content knowledge through online learning.

            Collaboration and communication are critical between peers and instructors for online learning to be successful and meaningful.  There needs to be a sense of team building along with a way for students to share ideas and take more responsibility in their learning.  In order for open communication to occur there must be a sense of trust and respect established between users (Durrington, Berryhill, & Swafford, 2006, p. 191).  Google Docs allows students within a class or group to upload files, make edits, access documents, and collaborate online.  Wikispaces are used to promote asynchronous collaboration and communication among users.  Wall Wisher is excellent for sharing ideas and brainstorming.  It can be accessed from anywhere and be used simultaneously by multiple users.  According to Palloff and Pratt (2007), bogs allow students to reflect and comment on students work as a means of collaboration (p. 182).  Skype can be used to participate in online webinars, sharing, and real time learning.  Virtual chatrooms, social networks, and discussion boards are other ways students can engage with each other. 

            Podcasts, videos, PowerPoint, and databases assist with the delivery of content knowledge.  Podcasting can deliver voice content on demand, which increases the learners control over when they access it and how often (Palloff & Pratt, 2007, p. 90).  It is important for students to be able to access content at their leisure and in a variety of ways to meet their needs.  Videos are appealing to both auditory and visual learners, but databases would be strictly for those who learn best by reading. PowerPoint is a great way to meet all of the learning needs without the information feeling overwhelming.

            Blackboard is a resource that provides learners and instructors with a place to communicate, collaborate, and provide content.  Every online course I have taken has been through Blackboard.  It is a well known interactive tool that allows for both asynchronous and synchronous learning to occur.  “Asynchronous allows for students to access online materials anytime and synchronous learning promotes real-time interaction between students and instructors” (Ally, 2008, p. 17).  Problem-based learning (PBL) requires users to communicate and collaborate shared content over an online environment.  PBL can be tough in an online course, but promotes student interactivity, problem-solving skills, and meaningful learning of content (Durrington, Berryhill, & Swafford, 2006, p. 192).  It would require them to participate in discussions and share a variety of information across many platforms. 

            Online learning depends on technology to function and provide an overall quality education.  Technology tools must be used to their full potential to keep the learner engaged and to support online education.  We must begin to look at future trends in technology and view the already “common” technology in a different manner.  The entire course needs to function around the different users to ensure they are effectively collaborating, communicating, and receiving course content.

References

Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 15-44). Edmonton, AB: Athabasca University Press.

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

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for   

            the virtual classroom. San Francisco: Jossey-Bass.