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 . …