Murphy et al. identifies a social constructivist model that is used to “promote student centred and active learning. Collaborative learning occurs through interaction with others, exchanging ideas, meaning negotiation, reflecting on perspectives of others” (p.342). Vygotsky’s (1978) position is subscribed to in that “knowledge construction is achieved by the interaction that takes place within oneself through reflective thinking and by the interaction that occurs in communications and collaboration with other people” (p.342).

The attached sub-pages provide demonstrating my ability to communicate, interact, and collaborate effectively in various Distance Education contexts. Examples of these competencies are listed below and are cited in the specific sample work related to these competencies:

4.1. Write clearly and in a style appropriate to purpose (e.g. assignments, essays, published documents, and theses).

4.2. Construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally, through a variety of techniques.

4.3. Justify and defend your ideas orally and in writing in meetings, forums, seminars, exams and other contexts.

4.4. Support the learning of others when involved in teaching, mentoring, moderating, or demonstration activities. 

4.5. Participate effectively in collaborative group activities.. 

4.6. Demonstrate effective design, delivery and evaluation of presentations, computer conferences, or seminars.

4.7. Work cooperatively with diverse groups and individuals both within the university and/or in the workplace. 

4.8. Organize, and convey your ideas effectively through a range of communication skills and work collaboratively and in teams. 

The attached sub-pages provide a summation of specific examples related to these competencies, along with an overview of key aspects related to the advantage of effective learning communities in distance education.