Abstract
The growing global attention to online learning, particularly in light of COVID-19, has spurred interest in systematic, robust, and pedagogically sound approaches to online learning like the fully online learning community (FOLC) model. FOLC consists of three overlapping dimensions—social presence, cognitive presence, and collaborative learning—which can function within fully online or hybrid digital spaces. FOLC thus supports the establishment of vibrant online learning communities. This chapter extends prior theoretical and empirical work on FOLC and highlights supportive and challenging academic interactions. Readiness to work within FOLC environments requires developing a range of 21st century competencies, such as complex problem solving and social negotiation, to effectively use the selected digital affordances and collaborate with others. These abilities and potential readiness interventions are addressed here as an intrinsic part of the model. The chapter concludes with reports of several empirical studies that explore the efficacy of the FOLC model.
TopIntroduction
In 2017, Allen and Seaman (2017) reported that nearly 30% of U.S. higher education students took at least one online course in 2015. Most of these enrolments were at the undergraduate level, with just over 14% of those taking exclusively online courses. Similarly, the Canadian Digital Learning Research Association (2019) reported over 1.3 million online course registrations in Canadian higher educational institutions in 2018. Nearly 20% of Canadian higher education students had taken at least one online course within their program. Emerging research on the impact of the COVID pandemic in higher education showed a rapid and dramatic increase in the use of online learning, characterized by Hodges et al. (2020) as “remote emergency teaching.” This description suggests many recent online-learning implementations are “meaningfully different” from evidence-based and intentionally designed “well-planned online learning experiences” (p. 1).
A December 2019 survey of a broadly representative sample of U.S. colleges and universities conducted by Gallup and Inside Higher Education showed an increase from 30% to 46% in the proportion of college and university professors who reported that they had taught at least one course for credit online over the period (Lederman, 2019). The pandemic has increased this up to four times as high as in the same period a year ago (Organisation for Economic Co-operation and Development, 2020). Interestingly, the December 2019 sample was an early indicator of greater involvement in online teaching and learning and growing faculty comfort in working in a digital environment. The pandemic has accelerated this trend, and while it may not yet be labelled as faculty confidence, there has been substantive faculty exposure and experience in designing and teaching for online learning (Brooks & McCormack, 2020; Tyton Partners, 2020). Based on a survey of over 3,500 American higher education instructors in the summer of 2020, Tyton Partners reported:
In August, faculty generally graded their institution's digital learning environment positively. Two-year institutions lead the way, with 57% of faculty at 2-year institutions reporting that their school is achieving an ideal digital learning environment. This reflects a 19% jump in sentiment from May and a 23% increase from before COVID-19. At 4-year institutions, 45% of faculty report that their institutions create an ideal environment, a 13% jump since May and a 17% increase from before COVID-19 (Tyton Partners, 2020, p. 10).
The Tyton report goes on to note that there is still substantial concern among faculty concerning online education, but they see the direction of future development as established and positive:
The transition is prompting what are likely to be permanent shifts in faculty attitudes, pedagogy, and tool adoption. In the spring term, 91% of faculty reported transitioning courses to emergency remote learning, and this fall, 93% of faculty report they will be teaching a hybrid or online course. Of those teaching a course online or in hybrid formats, 92% worked to transition a course that was previously taught in a face-to-face format. Contrary to the expectations of pundits and critics, this transition to remote teaching has brought about a positive change in sentiment about online learning (Tyton Partners, 2020, p. 12).
It is important to note that although the sample sizes for the above reports are substantial, the numbers of respondents are only a fraction of those contacted (10% response rate in Lederman, 2019; the appendix in the Tyton partners report indicates that “over 100,000” surveys were sent out to get the 3,500 responses on which the report is based). The percentages in the population are likely considerably different. For example, these respondent groups may over-represent online learning enthusiasts, or the response rates may have been affected by teachers' time constraints in the midst of creating courses. It is still too early to make definitive claims about faculty sentiment.
Key Terms in this Chapter
General Technology Competence and Use (GTCU) Framework: A model that describes and explains interactions and skills required to interact with other humans, information sources, and processing tools using digital technologies.
Fully Online Learning Community Survey (FOLCS): A survey instrument developed to measure levels of skill and competence in interacting with others in fully online learning environments.
Global Educational Learning Observatory (GELO): A global collection of institutions, organizations and individuals working together to explore relationships between digital technology competencies and cultural dimensions and values.
Fully Online Learning Communities (FOLC): Teachers and learners supporting, relying on and collaborating with others within a co-created digital environment.
Readiness for Fully Online Learning: The degree to which individuals are prepared to learn using digital tools and participating in collaborative learning activities in fully online learning environments.
Digital Competence Profiler (DCP): A survey instrument developed to measure the levels of digital technology competence and use by individuals.
Fully Online Learning Environments: Any combination of synchronous and/or asynchronous applications used to support learning.
Global Readiness Explorer (GREx): A customizable digital application which supports a wide variety of proprietary surveys like the DCP and FOLCS and others that explore cultural dimensions and values.
Remote Emergency Teaching: Online instruction that has been implemented as a consequence of the pandemic and the requirement for social isolation.
Problem-Based Learning (PBL): A learning environment that involves presenting with a real-world situation or context wherein they identify a problem of interest to them, study the problem and propose solutions.