The next step in our framework is to design learner-community activities. As always, formative evaluation will be conducted to help you thoroughly think through your design decisions.

Chapter Learning Outcome: I can create community-based activities for my blended course. 

Sub-section outcomes:

• I can articulate reasons for incorporating community-based activities into my blended course. (Section 5.1)
• I can plan positive learner-instructor interactions. (Section 5.2)
• I can plan engaging learner-learner interactions. (Section 5.3)
• I can intentionally design community-based activities with an online component for my blended course. (Section 5.4)

5.0 Introduction

Moore (1989) focused on models of interactivity between learners, instructors and content as key elements of meaningful engagement and learning. See an example of this in Figure 5-1 below.

Figure 5-1. Three Types of Learner Interactions

Learner-content interaction describes the experiences and engagement learners have with learning materials and course content. This can include reading, listening, watching, creating, and/or reflecting. You will learn more about learner-content interaction in Chapter 6.

Learner-instructor interaction describes the experiences learners have with the instructor. This can include conversations, getting feedback or grades, and the instructor's presence in the classroom. That is discussed in this chapter!

Learner-learner interaction describes the experiences learners have with one another when they share their understanding and mentor each other. This can include discussion groups, group projects, and each learner's presence in the classroom. We'll also talk about this in this chapter! 

This chapter will introduce you to design principles that create a sense of community by engaging learners with their instructor and other learners. The chapter will teach strategies for discussions and group work. Notice that regardless of synchronous or asynchronous learning environments, strategic activity design can build positive community interdependence.

5.1 Community-Based Learning

There are learning theories that explain how community interaction can strengthen the learning experience. A few of those are the Academic Communities of Engagement (Borup, et al., 2020), Communities of Inquiry (Garrison, 2017), and even Vygotsky's More Knowledgeable Other (1978).

Learning Outcome: I can articulate reasons for incorporating community-based activities into my blended course.

Cooperative Learning

Cooperative learning is an instructional strategy that has learners work together in small groups to reach learning goals. It emphasizes active participation, collaboration, and individual accountability. Cooperative learning has the potential to promote critical thinking, communication skills, and positive interdependence among learners.

Johnson and Johnson (1989) did a meta-analysis of almost 600 experimental studies and over 100 correlational studies. The studies compared cooperative learning methods with individualistic and competitive methods. The studies spanned all major age groups: primary (K-3), intermediate (4-6), middle school (7-9), high school (10-12), post-secondary, and adults. They classified the outcomes from the studies into three major categories: achievement/productivity, positive relationships, and psychological health. Individuals who cooperated achieved on average ⅔ a standard deviation above those involved in competitive or individualistic learning. They found that cooperative learning typically results in:

• Increased productivity and greater academic achievement. 
• Supportive peers and long-term friendships. 
• Better overall health, including social and emotional health.

Individuals are more likely to have successful outcomes when they participate in supportive, collaborative learning communities. This is because the capacity for learning increases when learners feel connected and safe. Video 5-1 discusses this principle. 

Video 5-1. Building Belonging in the Classroom (3:58)

Maslow's Hierarchy of Needs

This principle is based on Maslow's Hierarchy of Needs (1943). In order to achieve the highest level in the hierarchy, which he called self-actualization, the needs of the lower levels must be met first. See how this is represented in Figure 5-2 below.

The best learning happens at the top level, self-actualization. That is the learning environment we are attempting to create through design and instruction.

Addressing the lowest level, physical needs, is outside the capacity of a class: someone struggling with food, shelter, and drinkable water would need to find help from another source, such as a housing agency or a food bank. A learner facing difficulty at this level will be very affected by their circumstances and their learning will be impeded. As an instructor, you can be patient and kind and make sure the learner knows about campus community resources that could help.  

You can see the middle levels are titled safety, connection, and confidence. These areas can be addressed in a classroom setting. Within your classroom, with you and with each other, the learners can feel safe, connected, and confident. This will allow learners to thrive in your classroom. Occasionally, outside factors can impede individual learning, such as domestic violence, beginning or ending significant relationships, or working through mental health challenges. Again, as an instructor, you can be patient and kind and make sure the learner knows about campus community resources that could help. 

Academic Communities of Engagement Framework

The Academic Communities of Engagement Framework (Borup, et al., 2020) explains that the course community needs to support learner engagement in three areas: Cognitive, Behavioral, and Affective. See Figure 5-3 below.

• The cognitive area addresses the course content and how well learners understand it. Supporting cognitive engagement includes quality instruction, positive collaboration, mentoring, and tutoring.
• The behavioral area addresses course organization and learner behavior. Supporting behavioral engagement includes orienting learners to the course (both course culture and expectations), curriculum organization, assignment management, grading, problem-solving, and monitoring and encouraging learner progress. 
• The affective area addresses that which influences learners' emotions, moods, or feelings. Supporting affective engagement includes developing mentoring relationships, facilitating group communication, encouraging resilience, and sharing excitement for learning.

Purposefully designing support in these areas into your course will contribute to learner engagement and academic success.

In summary, why community-based activities? Because they help. Because learners are more likely to be successful when they are supported cognitively, behaviorally, and affectively by an academic community where they feel safe, connected, and confident.

5.2 Learner-Instructor Interactions

Research has shown that learners are more motivated to engage in online learning when they can recognize the instructor’s presence in the course and have positive learner-instructor interactions. 

Learning Outcome: I can plan positive learner-instructor interactions.

Assessment: Blueprint Challenge Community Activities Part 1.

Instructors establish their presence through regular, meaningful communication with the class and with individuals, but also through the strategic facilitation of online learning activities. While instructor presence is largely a function of facilitation, it can also be a design consideration. As you design a course and its learning activities, keep in mind the instructor’s role to invite and maintain learner engagement. Video 5-2 provides some strategies to consider.

Video 5-2. Instructor Presence (3:17)

The learner-instructor interactions need to support cognitive, behavioral, and affective engagement in a way that helps learners feel safe, connected, and confident. For example, you can support learner engagement in:

• Cognitive interactions with the instructor by delivering competent instruction, with good scaffolding, acting as a kind mentor and helping learners through the zone of proximal development. This could include well-designed activities, prepared instructions, and modeling mastery.
• Behavioral interactions with the instructor by presenting clearly defined course and assignment expectations, monitoring progress, and providing sincere encouragement. This could include having a very well-organized syllabus, good grading rubrics, and giving prompt feedback.
• Affective interactions with the instructor by creating a safe, welcoming classroom (including a virtual classroom), forming positive mentoring relationships, and providing clear communication. This could include assigning and responding to weekly learning journals, arriving early to synchronous class times, and visiting with the learners as they arrive, or being very present and involved in learner discussions.

Overall, it is worth the investment of time and energy to plan and carry out positive learner-instructor interactions.

5.3 Learner-Learner Interactions

This section focuses on designing effective interactions among learners, including establishing community expectations, creating engaging discussion prompts, providing clear discussion guidelines, and using synchronous and asynchronous tools. These strategies can promote active participation and meaningful learning experiences.

Learning Outcome: I can plan engaging learner-learner interactions.

Assessment: Blueprint Challenge Community Activities Part 2.

The learner-learner interactions also need to support cognitive, behavioral, and affective engagement in a way that helps learners feel safe, connected, and confident. For example, you can support learner engagement in:

• Cognitive interactions with each other by utilizing best practices of sociocultural learning theories, peer mentoring, and reflective inquiry. This could include well-designed cooperative and collaborative activities, facilitating study groups, and encouraging groups to meet synchronously and asynchronously.
• Behavioral interactions with each other by having groups establish group norms, require accountability in their group work, and encouraging positive peer feedback and interactions. This could include carefully structured study groups and learning activities.
• Affective interactions with each other by creating a class culture of a safe, welcoming classroom (including a virtual classroom), forming positive friendships, and participating in clear group communication. This could include team-building activities, peer evaluation, and self-evaluation.

5.3.1 Effective Group Strategies

Effective group work strategies involve thoughtful planning of group size and composition, structuring activities to promote positive interdependence and individual accountability, facilitating promotive interactions and interpersonal skills, and addressing common challenges. Here are some specific considerations for each strategy:

Create Groups 

When creating groups, it is important to consider factors such as group size and composition. Determining the group size depends on the nature of the task and the desired level of interaction. Smaller groups can foster more active participation and engagement, while larger groups may provide diverse perspectives. Group composition can be homogeneous, where members share similar abilities or characteristics, or heterogeneous, where individuals have diverse backgrounds and skills. Video 5-3 compares these two types of groups.

Video 5-3. Best Teaching Practices—Group Composition (2:42)

Allowing learners to inform your decisions, such as who they study with and where or how they meet, is one aspect of personalization of learning (more will be said about personalization in Chapter 6). Even if you make the grouping decisions, you can ask for learner input first. Sometimes learners do not get along and it is good to know that before placing them together in a group.

Research conducted by Stoddard, Karpowitz, and Preece (2020) suggests that adding one token member to a group, such as adding one token woman to a group with four men, devalues the contributions of the token member. They wrote:

"Using laboratory, survey, and administrative data, we find that even after accounting for their proportion of the group, token women are seen as less influential by their peers and are less likely to be chosen to represent the group than women on majority-women teams. Token women also participate slightly less in group discussions and receive less credit when they do. Across multiple indicators, our results show a pattern of devaluing women’s participation and expertise in work teams, especially when they are in the minority."

This suggests that a token member of any type may face similar devaluation in group settings. Therefore, create groups mindfully, get learner input if possible, and be willing to adjust groups as needed. 

Establish Course Community Expectations

Learners need to understand your expectations for online interaction. You are creating a shared culture within your classroom and becoming a community of learners. You need to clearly explain guidelines for their interactions and lead by example. You will participate in group discussions and model appropriate posting and responding. One model that could help inform your class netiquette is the THINK acronym. It has several elements to consider when making posts or comments in a discussion.

• True — Make only true comments. If you are unsure about something, state that in the discussion. Find sources to support your claims if necessary. 
• Helpful — Make only helpful comments. If the thought you wish to share would be distracting in any way, do not share it. Participate in a way that benefits the conversation.
• Inspiring — Make only inspiring comments. If your comment would cause others to withdraw or begin to argue, reconsider what or how you would share. Encourage others to higher thinking and new perspectives. 
• Necessary — Make only necessary comments. If it is repetitive or off-topic, think of something else to say. Your comment can agree with and support another comment, but be sure to respond to the other person rather than hijacking their idea. 
• Kind — Make only kind comments. If your statement would be hurtful or rude, do not share it. Discussions are not a place for argument or debate. Respectful sharing of differing perspectives without contention is the goal for all discussion groups and class activities. 

Remember you need to create a class culture of belonging, unity, and collaboration. Everything should contribute to the feeling of safety for all learners, instructors, and TAs in the course.

Group Structure

A cooperative activity should encourage learners to collaborate, communicate, and rely on one another. Establish positive interdependence among group members, considering the elements of positive goal, resource, and role interdependence. 

Positive interdependence is the first requirement for successful cooperative activities. This means that there is mutual dependence among group members for the activities of the group to be successful. Graham and Misanchuk (2004) described the level of interdependence necessary in various group settings, as seen in Figure 5-4 below.

Instructors and designers need to plan for positive group interdependence in these learning environments. Types of positive interdependence include:

• Positive goal interdependence. Group members perceive that they share a common goal or objective and understand that the achievement of that goal is dependent on the collective efforts of the entire group. In other words, the success of one individual is linked to the success of the entire group.
• Positive resource interdependence. Group members recognize that they have shared resources, such as information, materials, or skills, that are necessary to accomplish the group's goals. Each member contributes their unique resources, and there is a mutual reliance on the collective knowledge and abilities of the group.
• Positive role interdependence. The group distributes different roles and responsibilities among members, where each individual has a specific role to fulfill that contributes to the overall success of the group. Positive role interdependence fosters cooperation, coordination, and a sense of value and contribution within the group.

To ensure accountability, strategies like assigning individual roles, setting clear expectations, and providing specific criteria for evaluation can be employed. Holding each learner accountable for their contributions fosters a sense of responsibility and motivates active participation. You can give learners opportunities to choose their roles within the group. Figure 5-5 shows some ideas of responsibilities that could be a starting place for choosing roles within groups.

Establish Group Norms

Groups should establish a positive and respectful group climate, promote active listening, and provide guidelines for effective communication. You will want each group to establish their group norms. Group members should discuss and agree upon the following norms. These guidelines are important contributors to group-work success:

• Workload. Establish each individual's workload and assigned content. Determine an appropriate balance.
• Communication. Decide how participants will communicate with each other, including what media platforms they will use (LMS, email, text, etc.). 
• Timing. Discuss the reasonable expectation of response time from group members. Create a timeline for intermediate tasks with agreed-upon interim and final deadlines.

Encourage synchronous and asynchronous interactions. Synchronous interaction can facilitate immediate feedback and spontaneous exchange of ideas. Asynchronous interaction allows for flexibility and accommodates different schedules. In a blended class, strike a balance between both modes, utilizing synchronous interactions for critical discussions and collaborative tasks, while using asynchronous platforms for ongoing communication and individual contributions.

In addition, group processing sessions at regular intervals allow members to discuss their experiences, identify areas for improvement, and develop strategies for better collaboration. The frequency of these sessions may vary based on the length and complexity of the task. The instructor will need to facilitate these processing sessions to help learners debrief, refocus, and reconnect.

Avoid Common Challenges

“GroupThink,” a phenomenon where group members conform to consensus without critical evaluation of ideas, can hinder effective decision-making and creativity. Strategies to avoid it include encouraging diverse perspectives, promoting constructive dissent, and assigning a devil's advocate role.

“Social loafing” is the tendency for individuals to assume they can exert less effort in a group setting. This challenge can be addressed by raising awareness among learners, promoting a sense of collective responsibility, and emphasizing the importance of individual contributions. Clear expectations regarding individual accountability and opportunities for individual recognition can also discourage social loafing tendencies; where appropriate, these considerations can be built into the activity rubric.

5.3.2 Engaging Discussion Groups

Blended courses often use discussion groups. Careful planning must go into the creation of discussion prompts and responses.

Create Engaging Discussion Prompts

Creating effective prompts plays a vital role in online discussions as they set the stage for engaging and worthwhile interactions. Video 5-4 presents some ideas on how to make online discussions more meaningful.

Video 5-4. Making Online Discussions Meaningful (2:01)

To elicit discussion among learners, educators can employ different types of prompts to encourage diverse perspectives and critical thinking.

Convergent prompts focus on a specific answer or solution and aim to elicit consensus or agreement among participants. These prompts can help consolidate knowledge and provide a starting point for discussion. 

Divergent prompts, on the other hand, encourage multiple perspectives and open-ended responses. They foster creativity, encourage the exploration of different viewpoints, and promote a deeper analysis of the topic. 

Evaluative prompts invite learners to assess, critique, or evaluate a concept or idea, allowing them to demonstrate their analytical skills and ability to make informed judgments. 

Table 5-1 presents some examples of how to encourage different types of thinking.

Table 5-1. Discussion prompt wording examples

Graham et al., 2019. Accessed under a CC BY-SA License

By incorporating a mix of convergent, divergent, and evaluative prompts, you can create well-rounded discussions that stimulate critical thinking, encourage active engagement, and promote a deeper understanding of the subject matter. In addition, open-ended questions encourage learners to use higher-order thought processes. Put effort into creating good discussion questions.

Provide Discussion Guidelines

The structure, content, flow, and timing of online discussions play a crucial role in their success. See this further explained in Table 5-2 below.

Table 5-2. Characteristics of Online Posts

Graham et al., 2019. Accessed under a CC BY-SA License

Tables 5-3 and 5-4 below show examples of discussion prompts and a range of examples of (1) group size, (2) feedback structure, and (3) timing/flow.

Table 5-3. Group Size and Responses 

Graham et al., 2019. Accessed under a CC BY-SA License

Notice the better and best examples both target approximately 5 responses. This is the sweet spot of responses. It allows for depth of responses to a few posts and is large enough to hopefully produce diverse thoughts.

Table 5-4. Timing and Flow 

Graham et al., 2019. Accessed under a CC BY-SA License

Overall, it is worth the investment of time and energy to plan and facilitate effective learner-learner interactions.

5.4 Designing Community-Based Activities with an Online Component 

One important aspect of blended learning is comparing the advantages of forms of communication and making informed decisions for each assignment. Synchronous communication is that which occurs in real time, such as telephone conversations, video conferences, or in-class discussions. Asynchronous communication is that which does not occur in real time, such as an email thread, an online discussion board, or receiving voice mail. Both are useful in blended settings and instructorts must be purposeful in what they choose.

Learning Outcome: I can intentionally design community-based activities with an online component for my blended course.

Assessment: Blueprint Challenge Community Activities Part 3

5.4.1 Synchronous and Asynchronous Tools

Asynchronous and synchronous tools play distinct roles in fostering learner community engagement within the context of blended learning. By leveraging both asynchronous and synchronous tools, blended learning environments can provide learners with diverse opportunities to engage with their peers, build relationships, and cultivate a sense of community, ultimately enriching their learning experiences. See this further explained in Video 5-5 below.

Video 5-5. Synchronous and Asynchronous Communication Tools (2:50)

Asynchronous tools, such as discussion boards and online forums, provide flexibility for learners to participate at their own pace and convenience. They enable learners to engage in thoughtful discussions, share insights, and provide feedback, even if they are not online simultaneously. These tools create a space for in-depth interactions and encourage collaboration beyond traditional classroom boundaries.

On the other hand, synchronous tools, such as video conferencing and real-time chat, facilitate immediate communication and foster a sense of real-time presence among learners. These tools can be utilized for virtual meetings, live discussions, and group activities, enabling learners to connect synchronously and engage in spontaneous exchanges that enhance the feeling of community and collaboration. Table 5-5 lists some tools you can use. 

Table 5-5. A few examples of tools you can use

You can learn more by reading Online Tools for Teaching and Learning by Torrey Trust.  

5.4.2 Comparing Synchronous and Asynchronous Online Interactions

We must understand the strengths and limitations of these interactions and how we use them to benefit learning. For example, many blended courses use discussion boards, but some discussions would be better in-person. Instructors must weigh their strengths and weaknesses and make decisions based on the hoped-for outcome of the learner-learner interaction. Table 5-6 discusses some of the strengths and weaknesses of asynchronous discussion boards compared with the strengths and weaknesses of synchronous in-class discussions. As you study the table, consider how you will make mindful decisions about the use of modalities.

Table 5-6. Comparing Discussion Environments

Graham, 2006

Conclusion

This chapter has prepared you to create community-based activities for your blended course. You have planned learner-instructor interactions and learner-learner interactions. Now create one community-based activity for your course. Consider everything you have learned in this chapter as you plan interactions to support learner engagement.

In Chapter 2, we started talking about your syllabus. Just like with your assessments, major assignments will be summarized in one section of your syllabus, and assignments listed in the course calendar. 

And finally:

References

Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x

Garrison, D. R. (2017). E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice (3rd Edition). London: Routledge/Taylor and Francis. 

Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). Pfeiffer Publishing.

Graham, C., Borup, J., Short, C., and Archambault, L. (2019). K-12 Blended Teaching: A Guide to Personalized Learning and Online Integration. https://edtechbooks.org/k12blended. CC BY-SA License.

Graham, C. R., & Misanchuk, M. (2004). Computer-mediated teamwork: Benefits and challenges of using teamwork in online learning environments. In T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 181-202). Hershey, PA: Idea Group, Inc.

Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Interaction Book Company.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346

Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-7. 

Stoddard, O., Karpowitz, C., and Preece, J. (2020) Strength in Numbers: A Field Experiment in Gender, Influence, and Group Dynamics. IZA Discussion Paper No. 13741, Institute of Labor Economics. http://dx.doi.org/10.2139/ssrn.3704122

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press.