RSA #2: Online Learning Communities

Interaction and Collaboration are critical components for the success of a professional online learning community. (Palloff/Pratt 2007). Without the existence of social interaction, the framework of a community is obviously negated. Collaboration entails individuals interacting, working and learning together and from each other. Ongoing collaboration of individuals contributes fresh and new ideas, without which a community’s interaction may grow stale and lead to members leaving the community or its extinction.

When considering the contributions of individuals in an Online Learning Community, the authors of our text, Palloff/Pratt stated, “Transformative learning moves a student from someone who takes in information to a reflective practitioner involved with the creation of knowledge.” (2007). Having not heard the term or theory of transformative learning before, I went to the theory’s author and creator, Jack Mezirow for insights and verification.

Mezirow claims that transformative learning is developmental of autonomous thinking. (1991). “We must learn to make our own interpretations rather than act on the purposes, beliefs, judgements, and feelings of others” says Mezirow (1991). He observes that individuals develop a “frame of reference” based on previous knowledge, experiences, beliefs, and feelings. Mezirow states, “Adults have acquired a coherent body of experience - associations, concepts, values, feelings, conditioned responses - frames of reference that define their life world. Frames of reference are the structures of assumptions through which we understand our experiences”. (1991). These preconceived notions and predisposed habits can interfere with individuals’ ability to listen to others without bias, rather with an open and objective mind.

Individuals who feel free to express their genuine beliefs are more likely to contribute in a social network. The same individual in a forum with judgemental tendencies is less likely to contribute to discussions or participate in endeavors. Communities should stress environments where participants are encouraged to develop personal growth and transformation. (Palloff/Pratt 2007). It is in these types of environment that “transformative learners move toward a frame of reference that is more inclusive discriminating, self-reflective and integrative of experience.” (Mezirow 1991). Knowledge germinates in an environment of interaction amoungst online connections and relations free of prejudice, but loaded with open-minds and supportive collaboration.

References
Mezirow, J. (1991). Transformative dimensions of adult learning . San Francisco: Jossey-Bass. (Original work published 1997) http://www.iup.edu/assets/0/347/349/4951/4977/10251/AF0EAB12-C2CE-4D2C-B1A0-59B795415437.pdf

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: effective strategies for the virtual classroom (2nd ed.). San Francisco, CA: Jossey-Bass.