The early methods of building a sense of community centered on re-creating elements of the traditional school in a distance setting. While these elements managed to address in a very limited way the psychological distance and the related need for shared experiences, the physical distance was in no way addressed.

As distance education has matured, leaders in this field have come to realize that physical distance must also be addressed. A professor of Psychology at the University of California at Berkley, Keltner (2009) notes that physical touch communicates more strongly than other non-verbal forms of communication. Perhaps a greater indication of the need for physical proximity is re-enforced by a recent survey by Aslanian and Clinefelter (2012) which indicates that even learners voluntarily studying at a distance will choose institutions that have a physical office or campus within 100 miles of the learner's location.  

So, how do distance education institutions address the need to close the gap of physical distance with their learners? More importantly, how can experiences be crafted in the distance environment that will address the innate human need for physical contact in such a way that they appear authentic rather than being perceived as contrived, artificial experiences? Some online institutions use graduation as a means of providing physical contact in a genuine experience for their learners. These grand ceremonies can feature value-added components such as faculty in full academic regalia, a formal banquet to celebrate, or other meaningful additions such as a meeting of the alumni association. One distance learning provider created a week-long senior trip that culminated in the formal graduation ceremony and banquet. Others arrange for events such as semi-annual or annual face-to-face staff meetings to connect staff to the institution. With mandatory attendance and travel expenses paid by the institution, experience has indicated that these meetings can be highly effective at connecting staff to one another and the institution.

While these ideas are noteworthy and may be employed by a host of institutions, it is important that each distance education institution find its own meaningful activities that align with its mission and vision. Once identified, planning is the key to successful implementation. Excellent planning, ironically, can make an event feel authentic while poor planning can make the entire event feel contrived. A well-chosen and well-planned event can bridge the physical gap between the institution and learners, staff, and other parties connected to the institution.

This concludes the series on Building a Distance Community. It is intended that more questions remain than are answered by this series. Ideally, the wheels of thought and creativity should be turning as distance education leaders continue the conversation regarding how to build community in a distance learning environment. To some extent, the solution depends on the nature and structure of the institution. This is the strength of distance education: all programs need not function identically so long as the needs of the learners are being met. To help practice the building of community in a distance environment, please share your comments and thoughts in the discussion forum that follows.

References

Keltner, D. (2009). Born to be good: The science of a meaningful life. New York, NY: W.W. Norton & Company.

Aslanian, C. B., & Clinefelter, D. L. (2012). Online college students 2012: Comprehensive data on demands and preferences. Louisville, KY: The Learning House, Inc.