Chapter 2. Designing for Community in Online Learning Settings

Authors

  • Jennifer Banas
  • Russell Wartalski

Abstract

Chapter 2 of Library Technology Reports (vol. 55, no. 4), “Librarians as Online Course Designers and Instructors,” edited by Lucy Santos Green

Chapter 2 of Library Technology Reports (vol. 55, no. 4), “Librarians as Online Course Designers and Instructors,” is for librarians seeking to improve learning outcomes among adult learners in online settings by fostering community. To do this, we introduce readers to recognized community-focused frameworks and concepts. Then, we demonstrate how those ideas can collectively be applied to the design of a high-quality learning experience. In doing so, we aim to support the librarian instructor in being not only a director of content, but also a facilitator of engaged learning.

Author Biographies

Jennifer Banas

Dr. Jennifer Banas is an associate professor in the Daniel L. College of Education at Northeastern Illinois University. Previous to this appointment, she served as a course designer and dean for the American College of Education, a completely online college. Prior to that, she was a high school teacher, county health department educator, and hospital community educator. Dr. Banas earned both her doctorate in instructional design and technology and her master of education in curriculum and design at Northern Illinois University. She also holds a master of public health from the University of Illinois at Chicago. Her research has focused on health and information literacy, instructional design, and distance education.

Russell Wartalski

Dr. Russell Wartalski is an assistant professor in the Daniel L. Goodwin College of Education at Northeastern Illinois University. He teaches courses in group dynamics, adult learning theory, and instructional design in the human resource development program. Dr. Wartalski previously worked in business and industry in a variety of roles focused on employee development and organization development. He earned his doctorate in adult and higher education from Northern Illinois University. His research has focused on adult learners in formal and informal learning contexts.

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Published

2019-05-16

Issue

Vol. 55 No. 4 (2019): May/June

Section

Chapters