Life at the bottom of a soup bowl: the flavour of learning communities in the information age

It is interesting to consider this response in contrast to statements regarding the degree of freedom, trust, and comfort offered by an online forum. There is still a need for face-to-face human interaction - hugs, eye contact, brainstorming sessions, audible laughter, physical presence. It seems extremely unlikely that a purely virtual community will ever fulfill the need for simple social contact and shared experience which is so strong in all human beings.

2. Alternating responses and establishing rotating peer partners seemed to be a key to strengthening community.

As in off-line communities, friendships and alliances form, which can lead to a degree of polarization within the online community. Recognizing this, the facilitators and students agreed to a few simple practices that extended the range of each participant’s regular contacts within the 21 BEAT St. community.

3. Humor adds levity and fun to the process and also provides insight.

By virtue of encouraging interaction as equals, and by promoting clear, 'natural’ communication on topics of direct interest and importance to the students, interactive online learning becomes naturally infused with play. Unlike the traditional classroom, this degree of play poses no threat whatsoever to the "authority" of facilitators, nor to the implementation of the curriculum.

4. Trust deepens with time and through voluntary personal disclosure.

We had several critical incidents in our community that helped to strengthen our bonds through conflict resolution and creative problem solving. More important than the source of these struggles is the way in which a community learns to navigate the challenges. As an experienced educator, I knew these adolescents were seeking attention, help, or a way to become something they did not believe themselves to be, and asked the students: "Have any of you ever pretended to be something you’re not? Have you ever wanted to be the center of attention?" This led the discussions from a place of anger to a place of compassion. Instead of throwing a student out of the program for breach of trust, we provided a place of safety for all to come to new understandings of human dynamics and acceptance of human fallibility.

5. We connect through our common interests and simultaneously learn to accept differences.

The student-organized Cafe of the Arts, resembling a village square where people gather to laugh, talk and debate, became the center for community formation. Students created wide-ranging dialogues on religion, writing in foreign languages, physics and music theory, sharing of favorite quotations and books, worldviews and philosophy, literature circles, and more, for which there is little time in the regular fifty minute classroom focused solely on mandated curricula.

6. We provide a caring support system for community members during difficult times, creating a bond between us.

As grandparents died, couples broke up, kids got in first car accidents, students expressed their fears, hopes and dreams. It is possible to disclose online without the fear-provoking real-world process of standing up in front of a group, of having to watch the instantaneous reactions of others. All members felt they belonged and were valued , which created a very powerful community-wide bond.

7. There is a sense of honesty and openness about our community.