Web-based Learning Solutions for Communities of Practice

Comparisons between face-to-face and online
interactions were made, with benefits and drawbacks
ascribed to each. Classroom lectures can
be immediately altered in response to non-verbal
cues that may indicate students’ interest (or lack
of), confusion or emotional reactions. Picking up
on these cues requires more vigilance on the part
of online instructors, who must constantly look
for clues that students may benefit from additional
resources, may be struggling with concepts or
emotionally reacting to content. However, online
interactions allow learners to revisit and reflect on
discussions and produce more in-depth analyses.
By keeping conferences open after discussions
have moved on to other areas allows students to
revisit older lessons in light of their subsequent
learning, assisting them to make connections and
see larger themes. Online interactions were also
considered to be preferable to face-to-face because
students have more opportunity to participate.
While “discussion bullies” may prevent others
from speaking up in class, text-based formats allow
everyone to express themselves, and to have
more control over the timing and placement of
their comments: “this was his opportunity to…
have his voice heard where he wants it heard,
when he wants it heard.”
Instructor Role
Rather than experts who lecture their students,
instructors generally saw themselves as active
participants in the learning process. “Because I’m
part and parcel of the discussion board as well,
um, I am responding to individual uh, comments...
And I’m also expecting students to take me on
as well... And, and I’ve told them, you know, do
not hesitate in challenging me…if I write something
that is completely out to lunch, you know,
as far as you’re concerned, let’s, let’s get it on
and discuss that. Because that’s, that’s part of the
learning curve too.”
However, comments must be delivered at appropriate
time in order to facilitate dialogue. “I
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The Role of Learner in an Online Community of Inquiry
try to avoid jumping into a discussion too soon.
Because some students will, rightly or wrongly
view me as the voice of authority. And I want
to let them have their own, let them have their
voices heard first before I jump in and completely
derail it or ruin somebody else’s thunder if you
will.” The timing of feedback is also an issue, as
students demand a quick response to their questions
and concerns.
Instructors’ messages are carefully crafted
to avoid misinterpretations, model appropriate
behaviour and accomplish a variety of objectives.
Questions are used to initiate discussions, stimulate
additional dialogue and foster deeper processing.
Debates may occasionally drift from their intended
themes and require refocusing. Student participation
is solicited and their subsequent efforts are
acknowledged. Instructors may relate how course
concepts have affected their professional practice
and encourage students to apply subject matter
to their own experiences. Additional resources
may be offered to allow individual interests to
be pursued.
Self-Identity
Students may initially be intimidated by the instructor’s
presence. To counter this apprehension,
instructors attempt to humanize themselves by
sharing personal and professional experiences,
revealing personality traits, posting pictures or
utilizing humor. They also encourage students
to divulge personal details to allow the group to
become acquainted and facilitate peer connections.
Students possess varying levels of learning
experiences and confidence in their abilities and
instructors must accommodate a broad spectrum
of needs. Some students are accustomed to passive
learning and are disoriented and anxious when they
discover that they are now required to be active
participants. Others may be intimidated by the
learning tasks that they will be asked to perform.
Instructors must be vigilant to detect students who