Creating a learning family to promote student interaction in distance courses.

Abstract

This Learning Family strategy can reduce the isolation that is felt in distance courses by creating a more collegial feeling that enhances interaction. Students report that they feel more free to call others or ask for help, to clarify assignments, and to share what they have learned or discovered.

Introduction

Participation in distance education courses can often be impersonal and induce the feelings loneliness and indifference. This Learning Family activity can be used to maximize positive, productive student interaction and create a collegial atmosphere that enhances interaction even through distance learning. The Learning Family was originally developed by Dr. Lynn Anderson (School of Education, California State University-Dominguez Hills, Rubidoux, CA) and Dr. Mary-Anne Popps (School of Education & Human Services, National University, Woodland Hills, CA.) to increase the sense of belonging and interaction in large classes of students at the college level. The professors presented their "Learning Family" strategy at a Lilly Conference on Improving College and University Teaching. They felt that the strategy was very successful in helping students create positive interactions and to develop a sense of belonging and possibly, commitment of attendance to the class.

A modified strategy works especially well in distance education courses. It works best when the distance course meets once, face to face, in the beginning of the class. The strategy increases the interaction of students with each other and allows for personalities to emerge. This strategy will also help each student in the "Family" get to know the others very well by the end of the class and gives them a sense of belonging. The feelings of belonging and security help free the students from risking emotionally and intellectually in a large class or in a distance course. Each student in the Family feels free to seek assistance and support from the other family members.

Procedure

The following describes the "Learning Family" strategy when meeting for the first and usually, only face-to-face class in a distance course.

First, divide the class into smaller groups of 6-8 students which are called "Learning Families." Grouping is totally random.

Second, each family member makes a name tag that contains an adjective and the first name (about 5 minutes). The adjective begins with the same first letter of one's first name:Joyous Joan, Painting Priscilla, Kind Ken.

Third, to help the Family get to know each other, use the following interview process that takes about 10 minutes.

a. Each Family is divided into pairs.

b. Each pair uses the handout with interview questions to interview each other. All interviews are conducted simultaneously in all of the Families.

c. When interviewing is complete, the pairs within each "Learning Family" take turns introducing each other to their Family, using the information recorded from the interview. Interview questions consist of: name, occupation, birthplace, "I stay home to watch.....," "The book I've been recommending lately is ...," "I wish I could stop ...," "I've never been able to ...," "A really great evening to me is ...," "Four words that best describe me are....." etc.

Fourth, each "family" is given a charge to elect a Leader, a Recorder, a Reporter, and a Timekeeper for their family (approximately 3-5 minutes). The responsibilities of each job follow.

a. The Leader directs the family activities, as prescribed by the instructor.

b. The Timekeeper makes sure that the group meets any time task given by the instructor.

c. The Recorder is responsible for writing the roster of names and phone numbers for the family members to share and use.

d. The Reporter is the liaison between the family, the entire class, and the instructor.

Fifth, the Leader is asked to attend to the following tasks (approximately 30 minutes).

a. The Family must choose a name for their "Family."

b. The Family must devise a logo and a motto for their Family.

c. The Family must develop the idea for a poster that incorporates their name, logo and motto and which will be executed by a Family member.

d. Share e-mail addresses, then the Family devises a schedule by which each member will be responsible one week of class for checking with each member to make sure he/she is working on the class assignments, trying new things related to the course, and to clarifying readings, etc. A different member should take responsibility for each different week. This week's "Reporter" will e-mail the instructor with a brief "Family Report" of successes, what they have learned , problems, assistance needed, etc.

Sixth, each Family shows and introduces their Family name, motto, logo and poster to the larger group and also briefly introduces each family member (approximately 10-15 minutes). By this time, the students have begun to develop a trusting relationship. They have names, phone numbers, and email addresses with which to contact others when needed.

In a completely distant course in which no face-to-face class meeting is held, the strategy can be modified to help create the "family" feelings of interaction and collegiality by breaking students into families of four. Each family member interviews one other and shares a brief email summary to the rest of the family members. Through the use of e-mail and class conference software, each family can follow through with the remaining steps. It is also very nice to share a picture of each person by placing them in a web page for the class or sending them as attachments in e-mail.

Summary

The Learning Family strategy can reduce the isolation that is felt in distance courses by creating a more collegial feeling that enhances interaction. Students report that they feel more free to call or ask for help, to clarify assignments, and to share what they have learned or discovered.

Cook is the Director of Instructional Computing/Media Labs in the Education Department. She teaches courses in Instructional Computing/Technology for pre-service teachers. Joan is a doctoral candidate in Adult and Higher Education at MSU.