Strategies that enable interaction and discourse can maximize and build the online educational canvas and experiences for learners and faculty alike.
According to Siemens (2008) “participative tools are used to duplicate the academic functions of peer review and formal publication, the authority and authenticity of the resulting information is potentially suspect. These tools include blogs, wikis, social networking, podcasts, online video, and virtual worlds.” (pp. 6-7).
Durrington, Berryhill, and Swafford (2006) suggest that PBL or problem-based learning can increase interaction between students and facilitate group learning experiences when students are “presented with a scenario based on real world problems, and each group develops informed solutions” (p. 192).
User-generated content, such as podcasts, blogs, wikis and discussion forums, also represent enriching activities and relevant ancillary materials. Through these tools students and faculty can make essential experiential and academic-related contributions. Anderson (2008) ,too, discussed the importance of encouraging and maintaining discourse in online settings, and mentioned how blogs may provide an alternative to threaded discussions that may become boring to students over time. (p. 351). The goal is to implement them purposefully.
References
Anderson, T. (2008). Teaching in an Online Learning Context. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 343–365). Edmonton, AB: Athabasca University Press.
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193.
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.
