“ I liked how we did inquiries and discussions rather than writing essay assessments. The interaction and discussions were probably what worked best for me because I learnt a lot more through that method.” (Georgia, NetNZ Student Review 2020)

The ideal outcome of community building online is the establishment of an active ‘learning community’. A ‘learning community’ is one in which knowledge is generated through the relationships and interactions among the participants. The community is the vehicle for learning. Community flows into learning with connected, collaborative activity integral to maintaining a sense of common purpose, and of belonging. The key to the learning process is the interactions that occur between the students themselves, with the teacher, and the collaboration that results. In these sorts of learning communities meaning and knowledge is co-created. The sort of activity that occurs is many and varied:

• Ongoing discussion and on key concepts, ideas and problems. Often facilitated through platforms such as Google+ Communities, Google Classroom or other social functionality. This can also occur in the synchronous session

• Collaborative inquiry or knowledge building on key questions, problems or propositions

• Collaborative assignments and projects

• Reading and Responding to Case Studies

• Role Playing and Simulations

• Co-constructing content using platforms like Google Docs

A learning community must be safe in order for it to function effectively. All members must have a level of trust in each other and in the environment. Students need to speak, share ideas and engage in discussion without fear of judgement. Trust is essential.

Evidence that community has formed as suggested by Paloff and Pratt (2007),

• Active interaction involving both course content and personal communication

• Collaborative learning evidenced by comments directed primarily student to student rather than student to teacher

• Socially constructed meaning evidenced by agreement or questioning, with the intent to achieve agreement on issues of meaning

• Sharing of resources among learners

• Expressions of support or encouragement exchanged between students, as well as willingness to critically evaluate the work of others