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The only point this article I thought wasn’t accurate was the point that online learning is an intimate community. I think the opposite. I have not continued my friendship with anyone really from my previous classes, where I might have with traditional classes.

August 4, 2012,

Well one thing I have learned is that to get students thinking you need an interesting prompt like this.

12th?

To really have learned something I think it means it will stay with you, you will use it. It will be in your thoughts after the class has concluded.

 Coming into this class I thought I was a technology native. I thought I knew a lot about the internet, its uses for the classroom and ways I could utilize it. This class has pushed my limits showing me there is endless posiblities and things I will do even in my face to face class. For example, I was introduced to vociethread. This I will use to connect my classroom to another and make an authentic population for my students to present to. I would even use it to show student work at an open house.

The end of this class allows me one more thing, bring it on baby #3 I am finally ready to meet you and I only have a couple weeks until fall classes start so umm come tomorrow!?

emphasized the need for instructors to validate all student perspectives, as well as acknowledge differing beliefs and biases, to create a safe and welcoming community that helps students become “more engaged and feel more interconnected”

who provide a structured and comfortable classroom environment that involves the participation of everyone in the learning activities

thoughtful care for instructors to help students become engaged in their learning and to design virtual classrooms that enhance a sense of community

carefully plan ways for students to interact, students can focus on achieving course learning goals

focus primarily on academic content and not as much on meaningful, interpersonal connections.

such as Facebook, twittering and blogging, might increase the social presence of all of the students as well as the teaching presence of the instructor.

collaborative decision-making related to communication protocols, and required and ongoing student postings in online discussions

instructors need to find ways to help students feel more strongly connected with each other and with the instructor and to facilitate activities that more actively involve students in their own learning.

id not participate as often in departmental activities as residential students,

“people with high levels of connectedness are better able to manage their own needs and emotions through cognitive processes”

that student isolation is one of the major problems for online learners

Connectedness is the sense of belonging and acceptance

are on their own, likely to be anxious, defensive and unwilling to take the risks involved in learning”

can reduce student dropout rates and “can help meet the quality challenge”

groups of people engaged in intellectual interaction for the purpose of learning”

perceives the availability of, and connectedness with, people in his/her educational setting”

social, teaching, and cognitive

learners’ levels of motivation and satisfaction.

work together collaboratively can reduce levels of student isolation

artments and instructors need to create safe learning environments (Stelzer & Vogelzangs, 1994) in which learners feel comfortable and are encouraged to participate without fear of persecution.

they are more likely to limit their interactions with an instructor and peers or less likely to ask for support

Scanning the room my assistants also saw students cruising Facebook, instant messaging, and texting their friends. The students were undoubtedly engaged, just not with me. “My teaching assistants consoled me by noting that students have learned that they can ‘get by’ without paying attention in their classes.”

Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning

Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our ’subjects,’ ‘disciplines,’ and ‘courses.’ McLuhan’s statement about the bewildered child ….. still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called ‘the real world’ which is foreign and set apart from our schools

Advantages Student work is more motivated, efficient, active and intensive due to lowered inhibitions and an increased sense of purpose By eliminating the class division of authoritative teacher and passive audience, an emotive solidarity is obtained. Students may perform many routine tasks, otherwise unnecessarily carried out by the instructor Next to subject-related knowledge students gain important key qualifications like teamwork planning abilities reliability presentation and moderation skills self-confidence Disadvantages The introduction of the method requires a lot of time. Students and teachers have to work more than usual. There is a danger of simple duplication, repetition or monotony if the teacher does not provide periodic didactic impetus.

Sudbury schools, since 1968, do not segregate students by age, so that students of any age are free to interact with students in other age groups. One effect of this age mixing is that a great deal of the teaching in the school is done by students.[18] Here are some statements about Learning by teaching in the Sudbury Schools:[19] "Kids love to learn from other kids. First of all, it's often easier. The child teacher is closer than the adult to the students' difficulties, having gone through them somewhat more recently. The explanations are usually simpler, better. There's less pressure, less judgment. And there's a huge incentive to learn fast and well, to catch up with the mentor. Kids also love to teach. It gives them a sense of value, of accomplishment. More important, it helps them get a better handle on the material as they teach; they have to sort it out, get it straight. So they struggle with the material until it's crystal clear in their own heads, until it's clear enough for their pupils to understand

This cooperative atmosphere mimics potential workplace scenerios that students would expect to find in there careers after college

Jean-Pol Martin (1989): Kontaktnetz: ein Fortbildungskonzept, in: Eberhard Kleinschmidt,E.(Hrsg.), Fremdsprachenunterricht zwischen Fremdsprachenpolitik und Praxis: Festschrift für Herbert Christ zum 60. Geburtstag, Tübingen. 389-400, (PDF 62 KB)