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building community is based on the face-to-face human interaction that takes place

between students and instructors. In the virtual classroom a community is based on

different interactions. Both classroom environments still need a sense of community to

be successful. According to Krashen (1983), by creating a community of learners one

lowers the affective filter which inversely increases the comprehensible input of learning

which

students

can

process.

Thus,

this

  • sense

of

community‖,

increases

students‘

capacity for processing the new material, with improved achievement being the learning

outcome.

The community of learners also fosters deeper learning through interactions with

one another. According to Fisher, ―Learning may be best achieved through the social

construction of knowledge in a ‗learning community‘—an environment where the student

is both a member of a learning community and also an agent of learning within the

environment‖ (Fisher, 2002-2003, p. 245). In the study done by Ouzts (2006) he found

that students scored higher on the Classroom Community Scale (CCS) when there were

interactions occurring in the classroom between student-student, student-instructor and

student-content. Student engagement promotes ownership of learning that thrives in a

community of learners. Students who feel more connected to the classroom community

have greater success in their completion of online course and programs (Rovai A. W.,

2005; Palloff, 1999). ―Developing a learning community creates an environment that

empowers students to construct their own meaning from information and resources

presented to them in courses and trainings. It also creates a time for reflection‖ (Fisher,

2002-2003, p. 245). This act of processing information to develop one‘s own meaning

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