Book Review: Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom by Rena M. Palloff and Keith Pratt. Jossey-- Bass Publishing, San Francisco, California. 1999, 206 pages, $29.95, Paper. ISBN 0-7879-4460-2. Reviewed by David L. Dollar. The authors of Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom explore the benefits, problems, and concerns inherent in computer-mediated distance education. As academic institutions move rapidly toward using the Internet to offer courses and programs, they subsequently create virtual universities; instructors must be trained and supported as they move into this technology-driven arena. With this book, Palloff and Pratt make a significant contribution to the discussions and struggles that frame this transition. Their practical and useful guide is designed for faculty who currently teach on-line and wish to discover new ideas to incorporate into their practice. It is equally useful, however, for instructors who are embarking on this journey. Other higher education professionals who will likewise find this book useful are department chairs and deans responsible for developing and delivering on-line offerings, those responsible for faculty and instructional development, and designers who are working with faculty and staff as they make the transition to on-line work. Based on their many years of work in information systems and over five years of experience in on-line distance education, Rena M. Palloff and Keith Pratt share insights designed to guide readers through the steps of computer-mediated course design and implementation. Palloff and Pratt are managing partners in Crossroads Consulting Group; in addition, they actively teach well-planned and effective computer-mediated distance education courses. Palloff is an adjunct professor at John F. Kennedy University and the Fielding Institute, both located in California. Pratt serves as an assistant professor and chair of the Management Information Systems program at Ottawa University in Ottawa, Kansas. This outstanding book is divided into two parts. Part One lays the foundation for a distance education framework. Chapter 1 explores the issues involved in teaching and learning when learning takes place outside the classroom and occurs instead in an on-line environment. Key factors in the distance learning process include interactions among students, interactions between faculty and students, and the collaborative learning that results from these interactions. The formation of a learning community wherein knowledge is imparted and meaning is co-created sets the stage for successful learning outcomes. Chapter 2 outlines the process of building a community in an on-line environment. In order for the learning process to be successful in distance education, attention must be paid to the developing sense of community within the group of participants. Community is the essence of these authors' distance education framework. In this chapter, they differentiate for readers between a traditional model of pedagogy and a model that will lead to success in the electronic classroom. Chapter 3 explores in more detail the key issues that need to be addressed by educators striving to build effective learning communities while delivering classes on-line. These issues include virtual versus human contact, connectedness, and coalescence. Additional issues explored by Palloff and Pratt are shared responsibility, rules, roles, norms, and participation. The chapter concludes with an interesting account of psychological and spiritual issues, including discussions regarding vulnerability, privacy, and ethics as they relate to distance education. …
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it