Learning Communities … Online When considering the significance of a learning community in an online environment, I am first inclined to refer to Conrad and Donaldson (2011) indicating humans learn through interaction and not through a vacuum. These authors continue by pointing out how learning is promoted through the social interaction with others in the environment, who offer additional viewpoints with which to build more complicated observations and analysis. With an online community being developed in an effective manner, the learning in this type of environment can begin. Students and instructors are all collaborative elements who explore the content, and construct meaning and knowledge of this content (Pratt & Palloff, 2012). With the role of the instructor shifting from that of a lecturer to a mentor/facilitator, and the role of learners being a more active (Boettcher & Conrad, 2010), an effective learning community must exist to help ensure these roles are carried out in a successful manner. As a result of this learning community, students will benefit in that they will: feel they are part of a bigger picture; have improved perceptions of learning; and have greater levels of satisfaction with their learning experience (Pratt & Palloff, 2012). There are three main elements which exist in an effective online learning community and they are: people; purpose; and process (Pratt & Palloff, 2012). The people need to interact and communicate in order to create a social presence and give one another a sense of who everyone is (Pratt & Palloff, 2012). From my personal experience, with the one and only online learning program of which I have been a part, knowing about and beginning to communicate with other classmates and the instructor eased my mind significantly. I initially was feeling I was floating alone in cyberspace, and not really part of any classroom. Interaction and communication with others rather quickly swept those feelings aside and allowed me to move onward. The element of purpose exists to provide rules, protocol, and/or guidelines for participants to have a better understanding of how and when they will need to participate in the various aspects of the course/program (Pratt & Palloff, 2012). This can include things that should and should not be done, as well as how and how not to proceed through the online course/program. This includes communicating the responsibilities and roles of the facilitator and of the students. Process, as an element of the learning community, relates to the way in which a course/program is delivered, and it is this process that should ensure capabilities of interactivity and engagement within the learning environment (Pratt & Palloff, 2012). It is not only important to design an online learning community, it is also quite important to sustain the community throughout the learning process. Pratt and Palloff (2012) identify several things for the instructor/facilitator to consider in order to effectively sustain this community. They must be aware of the technology utilized and its strengths as well as weaknesses. When creating the online course/program, the facilitator should design an environment that is easy for the students to access and navigate. The students needs to feel welcomed to a warm and friendly place, rather than one that is cold and uninviting. Everyone wants the students/learners to return to their learning community. With a warm and welcoming environment and an introduction from the facilitator communicating their background, including some personal information, and their wish to help each student succeed, the learning community will be off to a great start in sustaining an effective learning environment. The facilitator can reach out to the learners through email, online orientations, and several daily visits during the beginning of the course/program. Additionally, to sustain the community, the facilitator should ensure learner engagement and high levels of interactivity, which is critical, through various activities and opportunities to communicate, and informative feedback which also allows for learner self-assessment opportunities (Conrad &Donaldson, 2011). In summary, designing, developing, building, and sustaining an effective online learning community is essential for the success of an online learning course/program. The instructor plays an integral part in this design. Regardless of the specific content being presented, if the learning community is non-existent or inadequate, learners will not return! This is not too unlike a traditional classroom environment where a very qualified and knowledgeable instructor must work/lecture in a classroom environment with inadequate lighting, heating/cooling, audio, technology tools, and where the students themselves are unable to effectively and efficiently communicate with fellow classmates and their instructor. Content is not the only significant component! Build a strong learning community … build a strong learning environment … develop strong learners! I for one, must keep these things in mind as I move towards becoming an effective online instructor/facilitator. Resources Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass. Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Pratt, K., Palloff, R. (2012). Online Learning Communities. Lecture presented for Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290533&Survey=1&47=7270808&ClientNodeID=984650&coursenav=1&bhcp=1.