This paper is a mixed methods case study measuring student
perceptions of a pedagogical strategy called “Digital Moments” (DM)
for developing creative interactive online learning communities. The
theoretical framework within which this resides is the Fully Online
Learning Community (FOLC) model (vanOostveen et al, 2016), based on
a foundation of problem‑based learning, cognitive and social
presence, and learner‑centred pedagogies.The article reviews a
specific teaching strategy for increasing social presence and
student engagement through the use of creative and artistic
expression in problem‑based learning spaces. Using “Digital Moments”
as a way to build inclusion in two synchronous graduate online
courses, the author describes how the teaching strategy increased
student participation, developed student ownership of learning, and
encouraged collaborative processes between participants. This
teaching strategy makes a significant contribution to digital
pedagogy. Although the growth of online learning is quite
substantial, our ability to develop online communities that inspire
critical and creative thinking has not kept pace. Traditional
teacher‑centred learning environments do not meet the needs of
students in today’s Fourth Industrial Revolution. As such, the FOLC
model provides an online learning community model that removes
traditional teacher‑learner roles, allows the instructor to act as a
facilitator and challenges learners to co‑design and co‑create the
learning process. Within this digital space, collaborative
disruption is encouraged, and, in fact necessary for the types of
critical and creative thinking to emerge that are central to the
FOLC model. Digital Moments, is one example of a pedagogical
strategy that enables learners to co‑create and own the digital
learning space, within a fully online learning community.
Teachers’ Teaching Strategy to Improve Students’ Speaking Achievement in Online Learning
