My Philosophy Of Online Facilitation And Learning

Dabbagh, N. (2007). The online learner: characteristics and pedagogical implications. Contemporary Issuesin Technology and Teacher Education, 7, 3, 217–226.

Frontier Nursing University (FNU) requires a three (3) day Bridge or Frontier Bound for all students. Students from all over the world travel to the FNU campus in Hyden, Ky. During my time at Bridge Bound, I learned important skills, information, and processes essential to the success of a Frontier Nursing University student. Additionally, friendships and bonds were created with fellow classmates and FNU faculty and staff. FNU utilizes a unique learning Model to facilitate distance education, the Community of Inquiry (COI). The COI is composed of three categories, social presence, teaching presence, and cognitive presence. The idea behind COI is that when all three areas are combined, a much deeper sense or learning takes place. My time

Kolb states that learning is best conceived as a process, not in terms of outcomes but rather all learning is actually re-learning requiring the resolution of conflicts along with a holistic process of adaptation to the world. Learning results from synergetic transactions between the person and the environment, this is the process of creating knowledge (Kozak

Creating a trusting and rapport online class is my method of approach. Communities of practice (CoP) explains that through encouragement and respect and patience educators can create an extremely vibrant course (Kats, 2013). In doing so created

Although taking online courses may appear to be very time consuming and hard at times, the idea of obtaining your college degree from the convenience of your own home has made it easy for students to continue on with their everyday life. This article has given me a whole new perspective to this online learning experience. Through the group assignments and class participation, online learning generates relationships amongst peers and instructors and allows us as the students to value each individual student’s walks of life under the same subject. This online course will prepare me to become the educator that I need to be when dealing with the different diversities with the students, parents,

As an experiential cognitivist I delineate the process of learning through experience, and learning through

Abstract: The aim of this paper is to describe the core learning theories and their implications on online learning or eLearning. The paper will also look at how technology can be leveraged for knowledge acquisition under Constructivism theory and how technology can help in learning and knowledge management. Analysis of various theories and their implications on online learning and as well as efficient use of technology for designing and developing the courses can make a considerable difference to the learner in the learning activity. Lastly, the paper also briefly describes learning and knowledge management and use of technology to support it.

Hunter, B., & Austin, R. (2015). Building Community Through Online Learning in Colleges. College Quarterly, 18(1).

The community of inquiry framework is used to facilitate meaningful online learning through three interdependent elements: Teaching presence, social presence and cognitive presence (Garrison, Anderson, & Archer, 2001). Teaching presence in the community of inquiry would appear to be a core to establishing and maintaining social and cognitive presences (Garrison, Cleveland-Innes, & Fung, 2010). And teaching presence through the design, facilitation and direct instruction categories are crucial for deep and meaningful learning and as such it plays a key role in establishing and sustaining the community of inquiry (Shea, Li, Swan, & Pickett, 2006). It is pertinent to note that the framework has a social-constructivist orientation toward learning where the focus is on students’ interaction in a socio-cultural context (Akyol & Garrison, 2011; Shea et al., 2011; Akyol, Ice, Garrison, & Mitchell, 2010; Swan & Ice, 2010; Oldfather, West, White, & Wilmarth, 1999). Consequently, this framework focuses on the learning process and not learning outcomes. The framework theorizes the development of learning activities from the trigger event stage until resolution (cognitive presence). It then moves from design to facilitation and eventually direct instruction (teaching presence). At each component of the learning process, students acquire trust, improve communication, build group cohesion and ultimately widen their interpersonal relationships (social presence).

According to Barbara Means, the study’s lead author and an educational psychologist at SRI International, online education ultimate goal, is to provide learning experiences that are more tailored to individual students than is possible in classrooms. That enables more “learning by doing,” which many students find more engaging and useful.

I have since realised learning in the digital world is more challenging than it appears with feelings of isolation playing a vast role in my study to begin with. I found, during this time that I needed to participate in as much collaboration as possible and to converse with the class and my group to facilitate myself to learn as much as conceivable with also feeling connected to the class. Constructivist theorists believe a child learns best using collaboration with peers to build on their current knowledge. Vygotsky called this the "Zone of Proximal Development" (ZPD) and he came to this view by observing children who were tested on tasks individually compared to children who were tested on tasks in a collaborative way, he found that the progression of engagement helped to refine the thinking and make the learning more effective (Atherton, n.d.). I believe the same can be said for adults as well, especially after going from one online university where no group tasks were initiated to studying here were grouped collaboration was encouraged

Compared to classroom learning, the interaction occurring at online courses is more international. Learners can develop online conversations on forums and interview other students around the world by using web-conferencing technology (Kruger-Ross and Waters, 2013:182). However, it is reported that students prefer face to face contact directly with the tutor who was seen as the focal point of learning, a channel through all interaction that connects ideas, builds understanding, provides feedback and gives summary immediately (Sweeney et al, 2007:316). Additionally, establishing social relations may need classroom environment (Paechter & Maier, 2010:295). Classroom teaching and learning is a complex, multilayered, and social experience, which develops friendship, connection and satisfaction among students. Social community is considered to be relatively poorly experienced in online learning due to learners’ disconnection and could probably cause isolation (Baturay & Bay, 2010:44).

Technology is changing every aspect in our lives, even the way we learn. Online classes are a rapidly growing trend it today’s society. Online classes are a cost-effective substitute for traditional courses and more convenient for many, so more schools and universities are offering this option. Due to the increase in online course enrollment, people are questioning if students truly learn something from online classes because it’s not a traditional learning environment. Online classes are just, if not more, effective as traditional classes because grades have increased and online discussions provide students with the chance to interact through networking while earning a degree for less than what it would cost to enroll at the same university.

Learning is more than just receiving information. Traditionally learning was to be in campus, where students would interact with one a another, there were no other ways for learners to get educated beside going to the classroom and listening to the instructor. Nowadays the Internet has brought different ways for people to receive information, such as getting education and degrees online. A few years ago online education was never thinkable, and yet it has become to reality and it is widely expanding with popularity. Online education is a type of educational instruction that delivers learning to individuals to their own homes, and it is getting very popular among nontraditional student and others. Individuals prefer online education

Although Roger’s experiential learning theory has provided many examples of advantages, there are some limitations that follow in his outlined theory. When discussing the implications of experiential learning, we often wonder what the full meaning represents. “The main problem about experience, a problem which precedes questions about how we can learn best from experience, lies in a double unsaid: a silence about the implication of experience in language and a silence about the implication of experiential learning in discourse” (Boud, Cohen & Walker, 1993, p. 169). This author explains that through the very subconscious thoughts, we often approach events believing that they have to acquire a particular meaning. Sometimes