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Abstract: Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face-to-face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face-to-face education is the prototype for quality, the authors appraise the online learning environment as a unique medium which, by its nature, necessitates unique communication, community-building, teaching and learning strategies. This paper proposes an in-depth analysis of the potential unique affordances associated with online learning contexts as existing in their own right. The concepts of community and communication are explored in relation to online Communities of Practice (CoPs). The nature of face-toface and online learning contexts are considered, especially in the light of the possibility of redefining "face-to-face" within the online realm, in addition to physical learning contexts. The paper identifies unique ways in which online communication (in the context of learning) is different from face-to-face communication, and consequently four ways in which this can be an advantage for students; namely, there is a measure of social egalitarianism, emphasis on verbal/written proficiency, time for reasoned response, and social agency. The paper provides grounding for further research into strategies that forge rich online learning experiences and suggests an empirical study as a next step.
Keywords: online community, Computer Mediated Communication (CMC), Communities of Practice (CoPs), nonverbal communication
1.Introduction
The advent of new technologies has facilitated the possibility of education that is outside the face-to-face synchronous classroom; asynchronous education, to be consumed at the convenience of the student. While online learning is arguably limited in its availability to students who have access to technological facilities necessary for this mode of learning, it does present unique opportunities as well as challenges. Research in traditional face-to-face classroom environments demonstrates the merits of collaborative active learning and learning communities that form due to peer-engagement (Buchenroth-Martin, DiMartino, & Martin, 2017; Rojas-Drummond & Mercer, 2003; Vygotsky, 1933/1978). The face-to-face, physical, interpersonal contact that imbues the sense of a learning community in a traditional classroom has been reported as being scarce in the online learning mode (Akyol & Garrison, 2008; Mclnnerney & Roberts, 2004; Swan, Garrison, & Richardson, 2009). The dilemma facing the modern educator, who is often expected to teach...