In the distance education context, the concept of a learning community has been addressed by many authors including Rovai (2002), where “a sense of community not only increases persistence but may also increase the flow of information between learners, cooperation, commitment to group goals, etc.” (p. 5).  

Murphy et al. asserts that “the proposed constructivist model fosters active learning, provides scaffolding for students to become facilitators of learning and suggested  creative ways for online instructors to manage different types of teaching responsibilities” (p.354). Murphy et al. also subscribes to Vygotsky’s (1978) position 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).

Additionally, Thorpe (2005) considers the different effects of online learner support from both an institutional and course study context. Online communication can be used to deliver information about the institution and provide advisory services about their programs and courses. 

The following pages describe the above mentioned three themes:

• online learner support
• learner collaboration
• active learning

References

Murphy, K., Mahoney, S., Chen, CY., Mendoza-Diaz,N., Yang, X. (2005). A constructivist model of mentoring, coaching, and facilitating online discussions. Distance Education Vol.26, No.3, November 2005, pp.341-366.

Rovai, A. (2002). Building a sense of community at a distance. International Review of Research in Open and Distance Learning: 3 (1), p.1-16.

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.