Overview

" " Lev Vgotsky’s Social Development Theory asserts that “social interaction plays a fundamental role in the process of cognitive development.”

Section B looks at interaction from both the instructor-to-student and student-to-student perspectives. Interaction refers to communication or contact between and among learners and instructors, either synchronously or asynchronously. Collaboration is a subset of interaction and refers specifically to those activities in which individuals or groups are working interdependently toward a shared result. Interaction and collaboration can take many forms within an online learning environment.

Even the most introverted among us benefits from a sense of belonging and community. We want to be sure our online students don’t feel isolated, like they’re simply “doing schoolwork on a computer.” Instead, it's important to provide opportunities for connection and engagement in the social aspects of learning. Traditionally, instructors use discussions to serve this purpose in an online class but we encourage you to mix it up with other activities like peer reviews, collaborative projects and student-led presentations/tutorials.

The items in this section also help to ensure students have a clear sense of the instructor’s presence (that’s you!) in guiding and encouraging their success.

Topics covered include:

Strategies for regular, effective contact
Explanation of technology support
Building learning community
Identifying participation levels

Common Trouble Spots

These are areas we frequently see needing attention. Of course, your feedback may vary.

B2-Regular Effective Contact

Instructor contact information is not readily found in multiple locations.
Response time is not indicated.

B4-Student-Initiated Contact with Other Students

No opportunity for students to "gather" virtually and engage in non-teacher-directed interactions.

B5-Regular Effective Contact among Students

Discussions don't require response to peers.
No group or peer review activities.

Recommended Practices

Offer multiple resources before or within the first week to help students successfully start the course (B1)

Let students know a clear time frame for your communications (email, assignment feedback, discussions) in your description of how they can contact you (B2)

Foster student-to-student interaction through discussions, collaborative activities and peer review (these may not always be graded assignments) (B5)

From the very beginning of the course, support the building of a learning community through explicit references and planned interactions (B5).