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). 

A Constructivist Model of Mentoring, Coaching, and Facilitating Online Discussions

Garrison (1989) emphasized that “unlike information, which could be transmitted through one-way communication, knowledge needed two-way” and that “the negotiation of meaning as part of knowledge making”.  In this context computer mediated communication (CMC) technology and online teaching can provide opportunities for learners to interact with each other and their instructor.

Setting the tone with a welcoming conference where students can build connections with classmates is important, as are places for ongoing conversations outside of the formal discussion groups. On-line learning environments should create a sense of community, providing a structure for learners to express themselves in a safe environment, to take chances and to learn from others. 

The following are examples where my involvement in on-line ascynchronous conferences has helped to develop a better understanding of the concepts and theory related to distance education:

Conference in MDE 603 - http://cde.lms.athabascau.ca/mod/forum/discuss.php?d=3023

Conference in MDE 613 - http://cde.lms.athabascau.ca/mod/forum/discuss.php?d=9806

Conference in MDE 613 - http://cde.lms.athabascau.ca/mod/forum/discuss.php?d=1065

Conference in MDE 614 - http://cde.lms.athabascau.ca/mod/forum/discuss.php?d=1455

Conference in MDE 618- http://cde.lms.athabascau.ca/mod/forum/discuss.php?d=20868#p125608

References

Garrison, D. R. (1989). Understanding distance education. London: Routledge

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.

Competency Categories Exhibited - 

1. Problem Solving, Analysis, & Decision Making

2. Instructional Design & Development

3. Communication Technologies & Networking

4. Communication & Interpersonal Skills