Building Engaging Online Learning Communities

As someone who has developed a society of graduate students and educators, I know that building an engaging online learning community requires intentional design. The framework developed by Boettcher and Conrad (2021) emphasizes the importance of clear communication, active presence, and structured interaction. These pedagogical principles support student learning, engagement, and satisfaction.

Effective online instruction not only requires the creation and transfer of digital content but also the creation of a dynamic, interactive environment (Boettcher & Conrad, 2021). Constructing such an environment requires a few foundational components that align with Universal Design for Learning (UDL) principles that promote multiple modes of engagement, expression, and representation (CAST, 2018). Firstly, instructor presence provides consistent communication and regular feedback that develops accountability and trust. Secondly, structured interaction encourages peer-based dialogue and connection through tools such as discussion boards and collaborative projects. Finally, scaffolding tasks from simple to complex promotes accessibility and increases engagement. The combination of UDL principles and those developed by Boettcher and Conrad (2021) can assist instructors with designing inclusive online communities.

In concert, Garrison et al. (2000) developed a framework for online instruction that identified additional elements for creating an engaging online community. These elements outlined that learners require social presence to build rapport through icebreakers, introductory, and informal discussion activities. Instructors should provide learners with the opportunity to co-construct knowledge through activities such as group problem-solving and reflection to expand learning, referred to as cognitive presence. Further, guide learners toward course goals through the provision of clear expectations, consistent communication, and active facilitation. And importantly, that content is accessible, so all learners can fully participate in online activities.

A dynamic online community requires constant review of the learning and instructional technology tools and resources needed to engage learners. In my current role, I utilize Canvas Learning Management System (LMS) to provide structured modules so that the content may be “chunked” to reduce extraneous load (Mayer, 2009) and promote course accessibility. Rubrics have been developed for each module to provide regular guidance and learner expectations. Discussion boards are used to allow learners alternatives to text-based responses (video, images), promoting diversity and inclusivity. Padlet has been made available during live online course sessions to promote collaborative brainstorming through an additional mode of participation. A tool that I have had significant exposure to during the Instructional Design and Technology program is Canva. I plan to use Canva to create more visually engaging media to reduce cognitive load and increase engagement.   Open Educational Resources (OER) are an asset that I plan to engage to a greater extent in an effort to create simulations that reduce accessibility challenges and present more engaging content that offer multiple pathways for participation. These resources are set as the foundation for effective instruction in an engaging learning community.

Student learning and satisfaction are significantly influenced by effective online learning communities.  Learner collaboration promotes critical thinking and learner growth, while a sense of belonging supports satisfaction and motivation by reducing isolation (Boettcher & Conrad, 2021).  Boettcher and Conrad (2021) assert that satisfaction is related to interaction quality and instructional design clarity, supporting the need for intentional building of communities. Community building should be central to effective online instruction. For my instruction, I plan to ensure accessibility through integrating UDL design principles, promote formal and informal peer feedback to deepen learning and engagement, and continue to create synchronous and asynchronous content for learner flexibility and connection.

References

Boettcher, J. V., & Conrad, R. M. (2021). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips (3rd ed.). Jossey-Bass.

CAST. (2018). Universal Design for Learning Guidelines version 2.2.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.