Hello? Is anyone out there?

Studying by one's self no longer means studying alone. The use of online learning tools should afford students the interaction that is required to learn in a constructivist manner through collaboration and collective inquiry. It is then the teacher's responsibility to be actively engaged with students in the "digital classroom" not merely the assessor of a lonely displaced student. I hesitate to use the term learner, because it would be challenging to be a learner under such isolated circumstances.
Students are not often prepared for the isolation of distance learning when they sign up for the course (Serwatka, 2002). It is then the teacher's role to facilitate the interpersonal connection between and amongst students to overcome the isolation felt by these learners. Activities such as ice breaker discussion threads, chat rooms or "the water cooler" where students can introduce themselves, talk about similar experiences all aid in creating a learning environment, albeit separated physically, that is close in spirit. Without a classroom environment in which students can feel comfortable as part of a group, a camaraderie must develop between the instructor and individual students, as well as among the students themselves (Serwatka, 2002)
In addition to the introduction, teachers may need to initiate contact with students on a regular basis to avoid a perception of abandonment felt by students. Garrison's (2003) Community of Inquiry Framework incorporates Teacher Social Presence and Student Social presence as a critical factor of developing both teacher and student cognitive presence. The teachers cognitive presence may be displayed via the material posted online, however animated and interactive the material may be, teacher social presence is required to make the learning personal and the lessons come alive. It is also important not to merely create a site or indicate an electronic discussion tool is available. Instructors need to springboard discussions by giving some direction and content (Reed, 2000). In addition, early in the learning term, announcements should be made wth respect to appropriate "nettiquette" and advising students to issue their comments in a positive and constructive manner (Casas, 2006). While the announcement can be made at the beginning it si also the teacher's responsibility to monitor and model appropriate behaviours online and in discussion forums.
Teacher participation in the chat forums serves many purposes. By being actively involved in the discussion the teacher can encourage students who may be lurking to enter, they can encourage students to probe further into a deep topic, as well as reach out to students that may not have made a connection to other students in the class. All the while, monitoring and modelling positive and appropriate online behaviours that bolster class discussions and thwart in appropriate discussions.
While these are good guidelines for online discussions, I believe they are founded in the best practices of what teachers do face-to-face. I can't imagine a caring adn effective teacher assigning a discussion topic in a classroom and leaving. Nor would a that same teacher display or allow inappropriate behaviours in their fac-to-face environment. This is clearly an example of bringing the best of the traditional classroom into the digital envrionement.


References

Casas, M. (2006). Implementing constructivist web-based learning and determining its effectiveness in a teacher preparation course. The Journal of Educators Online, 3(2). pp. 1-17. Retrieved August 30, 2006 from http://www.thejeo.com/Volume3Number2/CasasFinal.pdf.
Garrison, D. R. & Anderson, T. (2003). E-learning in the 21st Century: A framwork for Research and Practice. London: RoutledgeFarmer.
Reed, April, (2000) Computer-mediated Communication (CMC) and the Traditional Classroom. Teaching with Technology Today. NEWSLETTER 5(6). Retrieved August 11, 2005 from http://www.uwsa.edu/ttt/articles/reed.htm
Serwatka, J. (2002). Improving Student Performance in Distance Learning Courses. T.H.E. Journal, 29(9). Retrieved August 11, 2005 from http://www.thejournal.com/articles/15952