=Paper=
{{Paper
|id=Vol-2356/experience_short10
|storemode=property
|title=Pedagogical Strategies for Creating an Online Community
|pdfUrl=https://ceur-ws.org/Vol-2356/experience_short10.pdf
|volume=Vol-2356
|authors=Halvdan Haugsbakken,Inger Langseth
|dblpUrl=https://dblp.org/rec/conf/emoocs/HaugsbakkenL19
}}
==Pedagogical Strategies for Creating an Online Community==
https://ceur-ws.org/Vol-2356/experience_short10.pdf
Proceedings of EMOOCs 2019:
Work in Progress Papers of the Research, Experience and Business Tracks
Pedagogical Strategies for Creating an Online Community
Halvdan Haugsbakken and Inger Langseth
Norwegian University of Science and Technology, 7491 Trondheim, Norway
Halvdan.Haugsbakken@ntnu.no
Inger.Langseth@ntnu.no
Abstract. Social learning in MOOCs is synonymous with information-overload
and can result in bad learning experiences. This is the case when thousands of
learners engage in a discussion forum with many entries and long threads. The
forums are challenging to engage in for learners and overwhelming to moderate
for educators. These factors cause difficulties when trying to establish a well-
working community of practice and can in fact discourage effective online
learning. To meet this challenge, MOOCs are often designed to be self-directed,
meaning that educators are released from taking responsibility for the social
learning processes in the forums. Instead, educators have a digital presence in
videos and are actively involved in the instructional design, which can be an
effective online pedagogical strategy to fertilize social learning in open online
courses and create the illusion of being seen as a student. Therefore, this short
paper reports from an educator’s experiences when organizing an online course
where such pedagogical strategies were enacted in a prepaid online course. The
educator had a significant online presence and deployed a variety of online
pedagogical strategies to create community awareness of the learning content in
an online course about digitalization and its impact on society at large.
Keywords: Community, social learning, online strategies, Nordic
1 Introduction and background for the short paper
There is little doubt that formal learning in manageable groups on campus constitutes
well-functioning environment for social learning and that the educator is central to the
learners’ motivation, resilience and progress in a formal learning processes. However,
with the arrival of MOOCs, access to knowledge, non-formal learning can be self-
organized and networked across platforms designed for social interaction. One attempt
at describing this move is Connectivism, a learning “theory” for the digital age. A
connectivist approach to digital learning assumes a number of learning principles, but
stresses that learning happens in social interaction in nodes within and across social
networks [1]. Also, it is claimed that digital technologies provide opportunities for
learning to be organized in personal learning networks [2].
However, in the emerging plethora of writings on connectivism, educational
theorists fail to grasp the importance of the practical and underlying organizing
apparatus in which networked learning takes place. Today, it is not uncommon for
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learners to interact across several platforms designed for social learning. But,
organizing oneself for social learning in learning environments comes with a significant
catch; learners are faced with organizing their social learning experience against a
fragmented digital worksurface characterized by information-overload. Similarly,
educators must organize their social learning designs in the same context, meaning that
it is a challenge to provide effective pedagogical strategies that will structure and
sustain social learning in online courses over time. In this regard, an effective
pedagogical strategy that can be used to create community awareness among learners,
is to enact an educator’s professional identity by the use of informal identities across
digital worksurfaces making up an online course. For example, case studies
demonstrate that learners can be more willingly to engage in an online social learning
design when the educators show a more personal side of themselves [3, 4]. Thus, such
educational role-performances can help reduce the social boundaries between educator
and learners and work as one of many measures to tackle the high-dropout rates in
MOOCs [5].
Based on the above-mentioned experiences, an educator responsible for an online
course at a Nordic university decided to enact a set of online pedagogical strategies to
structure and sustain an online community in a prepaid online course. The enactment
of these strategies was initially carried out in a course that was publicly endorsed as a
MOOC in 2013 but has later become part of a Master of Management program in
continuing education. The course is entitled Technology Change and Societal
Development” (TECHNOSOS). Today, students can obtain study credit points by
completing a digital home exam, where the students write a paper over two weeks and
where they get feedback in the process. Over the years, TECHNOSOS has been offered
in the spring and fall semester and cohorts of enrolled students for each semester has
varied from 30 to 130 students. The overall learning goal for TECHNOSOS is to
explore the transition from the industrial to the network society, focusing on the
dynamics of the digital economy. The work load for a student is about three months,
which includes nine weeks to complete the course and two weeks to write the paper for
the home exam. The work load for the course instructor is a bit more, which includes
three weeks of grading and two weeks of preparations. The total work load for the
educator is about 16 weeks. The course design has been the same since it was created
in 2013. The data on which this short paper is based, was collected in fall 2018, where
85 students were enrolled, and 59 students completed a digital home exam.
2 The course learning design
Since 2013, TECHNOSOS has used Canvas Instructure as MOOC platform. The course
layout is rather behavioristic, e.g. the instructor informs the learners in a predefined
sequence of events. We do not find examples of modules designed in a way where the
presentation of theory is immediately followed by an activity where students perform a
task to reflect upon the learning material. Characteristically, the learning material
consists of video recorded lectures and many web pages with written text that the
students have to read before pursuing an assignment. The course material consists of a
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series of books about the digital economy where the content from the books have been
uploaded and distributed across the course. So, TECHNOSOS is rather “text-heavy”,
making the learning experience to consist of reading and clicking through many web
pages of text before eventually being asked to complete an assignment. In most cases,
the assignments are prompts for online discussion. In sum, the main goal behind the
learning design is somewhat to read an online book and reflect upon the content with
co-students while engaging in tasks in the discussion forum.
TECHNOSOS has 14 assignments in the discussion forum that are distributed across
nine modules. These assignments constitute the foundation for the creation of an online
community. The number of assignments varies from each module. For example, in
some modules there is one assignment while in others there are two. The students are
expected to submit nine posts in the discussion forum, which function eithers as a start
on a thread or can be a response to a post in an ongoing thread in each module. This
means that each student is expected to engage with the material nine times during the
course. The discussion forum is an embedded feature in the Canvas platform. The
theme for each module, number of assignments, and the total number of posts generated
for each module, as well as the overall participation for the entire course for the fall
semester 2018 is displayed in Table 1. In total, we can observe that TECHNOSOS
generated 829 posts and contains on average about 60 posts for each module.
Table 1. Overview of modules, assignments for each module and total posts.
No Module No Theme assignment Posts
1 Presentation of course participant 67
1 Technology changes society 2 Self-driving cars 88
3 Optional theme 61
4 Copyright issues and sharing 61
2 The immaterial economy
5 p2p networks 45
Attention economy and 6 Attention economy 54
3
transaction cost theory 7 Transaction costs 59
4 Rational choices and commodity 8 Filter bubble 44
5 Network effects / sharing economy 9 Sharing economics 67
10 Digital learning 73
6 Digital economy in context
11 Becoming your own publisher 34
7 The traits of digital technologies 12 C-commerce 50
8 Business models 13 Business models 64
9 Changing the Norwegian society 14 The development in Norway 62
Sum 829
3 Strategies for creating engagement
To create an online community, several pedagogical strategies were deployed, which
consisted of a recursive digital presence of the educator across various digital
worksurfaces. The principle hub for creating engagement was the embedded discussion
forum in the platform Canvas. The educator also used other means to create community
awareness, like other social media platforms outside/embedded in the Canvas platform.
The course used five worksurfaces. The intent and experiences with each online
worksurface is explained in the following sections.
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3.1 Online worksurface 1: General notifications to students
In order to create a digital presence, the educator regularly informed the students by e-
mail notifications following a predefined structure. For example, the educator sent an
email to all students and continuously posted announcements on Blackboard, the
university’s official LMS, throughout the semester. Every announcement reminded
students to check their email for updates on the course. These e-mail notifications
established a routine that the students needed to adopt to. Initially the educator sent an
invite to the students two weeks prior to the course start. During the course, at the start
of each week, the educator sent a notification to the students containing a standard
message about the learning goals for each new week. The students were also informed
about livestreaming sessions and other types of relevant information.
3.2 Online worksurface 2: Communication with students (Q&A)
Online courses need effective channels to communicate with students, and importantly,
strategies for when the communication should occur. In TECHNOSOS, the educator
developed a rapid response practice, i.e. replying as soon as possible on inquiries from
students. This approach also worked as a strategy to strengthen the digital presence of
the educator. The educator communicated with the students via the university’s LMS,
Blackboard. The version of Blackboard in use did not contain a messenger system,
which meant that communication with students took place on email. Communicating
with almost 80 potential students on e-mail proved to be a great challenge for the
educator. In practice, communicating with the students involved answering questions
about a range of various issues, like how to log on to various platforms, compulsory
assignments, etc. The educator tried to answer all the requests from the students within
a day, which meant that the course instructor was always on “standby” and had to
answer quickly since an expected response time or netiquette for e-mail use had
developed. Answering e-mails was very time-consuming.
3.3 Online worksurface 3: Moderating the discussion forum
The main strategy for creating a digital presence in TECHNOSOS was to moderate and
participate in the discussion forum in the platform, which involved a considerable work
load for the educator. For example, the educator logged 77 interactions in the discussion
forum, while the highest number of participations from the most active student was 16.
This implies that moderating the forum took on average 10 to 15 hours each week. Also,
moderating the threads was challenging, since a style of commenting that encouraged
social learning had to be developed. The students wrote very long posts and the
challenge was to follow up by asking relevant questions that could develop the threads
in a direction that was relevant to the course content. To achieve that goal, the
educator’s strategy was to ask the students how a post related to the learning goals in a
specific module or if they could relate practical examples to analytical concepts form
the syllabus. In general, both the intervention of the educator and comments from co-
student tended to generate perhaps two to three replies to a post.
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Table 2. Overview posts by modules and days.
DAY M1 M2 M3 M4 M5 M6 M7 M8 M9 SUM
M 15 23 7 11 6 12 10 14 14 112
T 8 15 13 6 7 7 9 8 12 85
W 14 23 17 10 6 8 8 15 20 121
T 6 7 8 10 3 16 7 5 9 71
F 7 7 5 5 7 6 4 7 13 61
S 11 6 6 10 1 7 7 10 14 72
S 36 12 23 13 14 20 18 26 37 199
97 93 79 65 44 76 63 85 119 721
The educator experienced and a simple data analysis showed that the students focused
on completing the compulsory assignments in the discussion forum, which questions
the pedagogical value of moderating and creating community awareness in the
discussion forum. A simple extract of data from the learning analytics in the course
overview, showed that the discussion forum generated 721 interactions and that each
module had about 51 entries on average. The figures are displayed in Table 2. We can
also observe that the students are most actively engaged in posting entries on Sundays
and Mondays, and less active during the middle of the week. The most active students
wrote about 14 to 15 entries while the least active students only completed the course’s
compulsory requirements. In general, one can conclude that the data confirms
interesting insights in what is experienced in most online courses, but contrary to many
MOOCs that display a decline in activity and engagement in discussion forum as the
course proceeds, the experience in the TECHNOSOS is the opposite.
3.4 Online worksurface 4: Livestreaming online discussions
The fourth strategy for creating digital presence consisted of using live streaming
session on YouTube. In total, the educator organized five live streaming session, which
were held at every third week in the evenings. The main goal behind the live streaming
session, was to create community awareness and summarize the current “temperature”
in the discussion forum. As previously mentioned, the discussion forum lead to an
information-overload problem. For example, each assignment generated pages on
pages with posts and replies, which in practice meant that only a few students, i.e. those
who posted and read extensively, were involved in the social learning process, while
other students only observed some threads, possibly with a few points relevant for their
learning. Also, the educator found it demanding to extract how the students’ posts and
reflections related to the learning goals for each module. Therefore, the educator
decided to go for live streaming sessions – which in practice functioned as online
lectures – summarizing two or three modules at time and thereby giving a larger picture
of content that the community chose to address in the forum. The students gave mixed
feedback on the live streaming sessions. Some students argued that the live session
could be more structured while others found them useful.
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3.5 Online worksurface 5: Engagement beyond the discussion forum
The final strategy to create digital presence consisted of encouraging the students to
engage in other social media platforms, to learn and engage on learning arenas beyond
the discussion forum in Canvas. To achieve this goal, the educator used Twitter
regularly. The use of Twitter was organized as a straight forward assignment. The
educator would, from course start, tweet about themes related to the course, like digital
competence, artificial intelligence, self-driving cars, e-commerce, privacy etc. The
tweets were tagged with a particular #hashtag. During the course period, the educator
tweeted about 80 to 100 tweets in period covering August to October 2018. Experiences
from our course suggests that Twitter is not an effective online pedagogical strategy for
social learning and that the students had mixed views on the use of Twitter. Almost
none of the students engaged in a form of online interaction on Twitter. Simple Twitter
analytics suggests that the course instructor received one replay from a student. In most
cases, perhaps one or two students liked or retweeted a tweet send by the course
instructor, which means that engaging in the Twitter sphere was an alien online work
surface for the students in the course.
4 Conclusion
The main goal of this working paper has ben to report and outline a few simple online
pedagogical strategies on how educators can create community awareness in online
course. The tentative conclusion is that transforming these five strategies to practice
and embedding them in an online course design is pedagogically demanding, as well as
time consuming. From an educators’ perspective, creating a community of practice
requires a large work effort and commitment. The same goes for participating students.
5 References
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of Instructional Technology and Distance Learning, 2(1) (2005).
2. Rajagopal, K., Brinke, D. J. T., Van Bruggen, J., Sloep, P. B.: Understanding personal
learning networks: Their structure, content and the networking skills needed to optimally
use them. First Monday, 17(1) (2012).
3. Mazer, J.P., Murphy, R.E., Simonds, C.J.: I'll see you on Facebook: the effects of computer-
mediated teacher-self disclosure on student motivations, affective learning and classroom
climate . Communication Education, 56(1), 1-17 (2007).
4. Mazer, J.P., Murphy, R.E., Simonds. C.J.: The Effects of Teacher Self-Disclosure via
"Facebook" on Teacher Credibility. Learning, Media and Technology, 34(2) 175-183
(2009).
5. Clow, D.: MOOCs and the funnel of participation. In: Third Conference on Learning
Analytics and Knowledge (LAK 2013), pp. 185–189. ACM International Conference
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