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Building Communities of Active Learners
Southwest Regional Learning Communities Conference
February
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South Mountain Community College
Amy MacPherson, Paquita Garatea, Susan Starrfield
In 1999, South Mountain Community College received a Title V, Developing Hispanic-Serving Institutions, grant from the Department of Education. A large part of the funding for this grant is allocated to train faculty in technology so that they can integrate technology into their classes. Faculty have embraced this opportunity since they have determined that such integration can promote active learning and develop learning communities. One of the key products that has been integrated into our curriculum is Blackboard. This tool enables faculty to create web-enhanced or hybrid courses. The use of Blackboard has increased student-student and teacher-student communication and collaboration. The discussion board, synchronous chat, and e-mail features in this program allow more opportunities for communication about class content and content that cannot be covered during class time. This extension of class "discussion" time, especially mediated by the computer, levels the playing field allowing all students to participate equally. In addition, communication via the computer makes it easier for students to pull in online research, field notes, and primary sources. In terms of outcomes, we will look at one class as an example. Although it took the instructor six hours a week to answer email, grades on the final exam were approximately eight percent higher in the class that used Blackboard than the class that did not. This example and others like it show how computer-mediated communication between students and students and teacher help to foster active learning, create learning communities, and student learning.
contact information:amy.macpherson@smcmail.maricopa.edu
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