From and Instructors Perspective: Seeing Social Capital at Work

Woolcock and Nayaran (2000) define social capital as the norms and networks that enable people to act collectively. With respect to online learning Daniel, Schweir and McCalla (2003) cite Woolcock and Nayaran (1997) suggestions that “communities with high social capital have frequent interaction which in turn cultivates norms of reciprocity through which learners become more willing to help one another and which improve coordination and dissemination of information and knowledge sharing” (p. 113). Scott and Johnson (2005) suggest that with regard to online learning, social capital has two characteristics. The first, referred to as inherent social capital, is described as one’s online reputation – one that includes adherence to communication norms and engagement in communities that have a tendency towards positive, productive and efficient outcomes. The second characteristic is defined as access to social capital marked by its accumulation and application or use. In online communities, measuring and comparing members’ reputations is essential to the fulfillment of individual and community objectives (Ridings et al., 2002).

Within the context of an online course that I am currently teaching I have found that prior to taking my course students have established a level of interpersonal trust and working norms that are effective and productive. They appear to have a preconceived awareness of the amount of social capital each group member brings with them into the course. Norms have been set, re-negotiated; and reputations made and measured by group members in prior courses.

The alignment of social capital among students has had several effects. The first effect marks me (the Instructor) as an outsider. Member of the team (my students) have taken it upon themselves to ‘bring me up to speed’. Their intent is good-natured and balanced. They merely want me to appreciate their norms and acknowledge differences among group members. A second effect is internal to the group and relates to maintaining high standards of outcomes (group assignments) and motivation. It appears that the intent here is to ‘nudge’ all group members to perform equitably on assignments so that high grades will continue to accrue to group members and that the group itself will continue to be viewed by instructors as motivated and achievement-oriented.

As their instructor I must admit that I am impressed by the group’s desire to maintain the high standards and a collective identity that they have worked hard to acquire and retain. I respect the group’s acknowledgment of the value of social capital and will try to support and respect their norms and group identity in every way that I can.

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