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. 

In the accompanying pages you will find artefacts and reflections that were heavily influenced by describe the above mentioned three themes: 

• learner collaboration
• promoting active learning
• online learner support

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.

Thorpe, M. (2005). Rethinking Learner Support: the challenge of collaborative online learning. The Open University, Institute of Educational Technology, UK