Abstract:

Despite the growth of online education, many online programmes are considered to be content centred and focused on individual work (Lehman and Conceição, 2014). This focus disregards the social and collective aspects of education and ultimately limits the potential of online higher education. Although digital technologies help to open access to higher education, we optimise student learning by creating a connected class of students, engaged with others. Building a connected class requires educators to develop their skills and to exhibit behaviours and to play roles that may be new. Documents such as the European Framework for the Digital Competence of Educators provide guidance on the new competences required by educators if they are to respond to the changes in education brought about by digital technologies.

The wholly online education environment can be particularly challenging for educators as they must build a safe, vibrant and connected class without the backstop of a shared physical space. Encouraging asynchronous contributions, on a discussion forum for example, requires the educator to build a sense of connection and trust among students in different locations and time zones. Even synchronous learning, enhanced by web-cam and microphone functionality, may prove challenging if the educator has to draw contributions out from geographically dispersed students who feel socially distanced from each other.

This paper reports on the early findings of a project in Trinity College Dublin, Ireland which aims to identify the educator and student behaviours that foster online interaction and engagement and build vibrant and connected online classes. While the project uses primary research with both students and educators, this paper focuses on the views of the educators and discusses the behaviours that they find effective in building vibrant classes in online higher education.

Acknowledgement:
Funding: National Forum for the Enhancement of Teaching and Learning.

References:
[1] Lehman, R. M. & Conceição, S. C. O., (2014) Motivating and Retaining Online Students: Research-Based Strategies That Work. San Francisco: Jossey-Bass.

Keywords:

Virtual communities, online education pedagogy, digital education competences.