Journal #2

Turning Lurkers into Learners – by Jason Alley & Karen Greenhaus
International for Teaching in Education: Learning & Leading with Technology, August 2007, Pages 18-21.

This article talks about the ways to engage users in net learning. Particularly, because ISTE’s NETS is focused on integrating the use of technology tools in education the importance of engaging students and educators in online learning has become a paramount issue. When I first looked at this article for class, I laughed. I fit the description of someone who normally would not engage in online discussions, I lurk. A lurker is someone “…who rarely or never contribute to the online discussion.” The few times I have conversed online in the past, I have felt constrained and hesitant about adding to the traffic already streaming around me.

1. The very first question that came to mind for me had to do with the sheer effort of getting someone like me engaged in a discussion, much less a class online. How do you keep them drawn into the class? The first two items the authors suggested made a great deal of sense to me. Introducing a student into the online class and asking what they hope to learn in the class are excellent first steps. But, I have been drawn into discussions before and have taken one-on-one classes online before, but soon they become too much or lose my interest. But the authors acknowledge these are only the first steps. They state that you have to maintain or sustain those first steps. How?

Having the student answer what they want and what they expect out of the class is a good way to get them started and focused. “Hooking” them into the class is a whole different issue. By acknowledging everyone’s intentions and expectations you begin to develop a sense of community. Making the environment safe and non-threatening is imperative, and can be difficult to achieve. Not impossible, but difficult to maintain in the computer environment these days. The best and most functional idea for keeping students drawn into the online environment is enticing them. Literally, draw the student into the learning environment online. In the authors case they use fish analogies to pull the students into the environment. The student defines their expectations and goals, and the instructor places the onus on them to achieve. The facilitation of ongoing discussions and role playing are excellent ways to keep the student focused and active. Debate is another good tool. The authors actually describe what should be a fairly non-confrontational debate environment.

2. My second question would really have to do with the author’s comments that “Communication and discussion are keys to student learning and understanding in online environments.” I find that both of those are crucial to learning, but also the hands on use of a site or concept is also crucial to developing abilities. I think people need to use something to become familiar and comfortable. By using the technology and reviewing the technology a user becomes more comfortable with the discussions, and is more likely to participate in the discussion of the subjects at hand.