1. Susan Schmitt Assignment #2 Online Learning Communities

2. Challenges Technical knowledge Online learning experience Online teaching experience Motivation Time differences Communication E-learning is a new dimension in learning, growing from infancy to a formal way of learning and being able to obtain a degree suitable for a professional or technical degree. As with any new challenges, e-learning is facing its own mix with faculty that is involved with e-learning. (Maeroff, 2003, p. 20-24)

3. Instructor’s Role As with any educational endeavor, the instructor must adapt to the environment and goals set forth by the particular class he is assigned. IN the case of entering the online learning community, this process might be inherently different than the traditional classroom, but that process is still based in adaptation to the needs of the learners. According to Conrad & Donaldson, the online instructor has an array of specific areas he must address in designing and delivering content. They also recognize the limitations instructors might encounter especially regarding assessment (2003, p. 25) Components of an Effective Online Learning Community Clarity of Ideas Consistency Openness Communication Specificity Flexibility Risk-Taking (Palloff and Pratt, 2003)

4. Learning Responsibility Instructor Engage the learner Promote self awareness of learning style Provide connectivity Promote social networking opportunities Learner Develop self awareness of learning style Actively engage in online environment Navigate social network available to learning community (Mackey & Evans, 2011)

5. Unique Responsibilities Connectivity Online learning communities are not the traditional “nomadic, solitary” learning endeavors of traditional learning (Marchi & Ciceri, 2011). Learners must rely on each other as well as the instructor for learning opportunities. Learners must be aware that others are also relying on them for their input. (Conrad & Donaldson, 2004) Engagement Web 2.0 tools provide unique yet challenging opportunities for learners to engage with each other as well as the instructor. These opportunities allow the process of engagement to actively factor in the learning process in online learning communities. (Byington, 2011)

6. References Broadbent, B. (2002). ABCs of e-learning reaping the benefits and avoiding the pitfalls (pp. 9-26). San Francisco, CA: Jossey-Bass/Pfeiffer. Byington, T. A. (2011). Communities of practice: Using blogs to increase collaboration. Retrieved from http://search.proquest.com Conrad, R., & Donaldson, J. (2004). Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass: San Francisco, CA. Mackey, J., Evans, T., & Mackey, J. (2011). Interconnecting networks of practice for professional learning Retrieved from http://search.ebscohost.com Maeroff, G.I. (2003). A classroom of one (pp. 1-39). New York, NY: Palgrave Macmillan. Marchi, S., & Ciceri, E. (2011). Login and logout: Practices of resistance and presence in virtual environments as a kind of reflective learning activity Retrieved from http://search.proquest.com Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco: Jossey-Bass.