A well-structured and effective online learning journey is a multidimensional process. Learners, online facilitators, learning content, and the delivery platform all have a significant influence on the success of the learning endeavour.

Adopting a cohort-based approach to online learning is a way of building even deeper success. It’s not new, but many self-directed journeys are not cohort-based and the students miss out on this valuable element of the experience. Most of all this creates a sense of energy and keeps the learning fresh because of the social learning possibilities that arise from defining and managing cohorts.

What are cohorts?

A cohort can be described as a group of people who are joined by shared goals or common experiences. In the realm of education, Holmes et al describe that a cohort consists of a group of learners who partake in the same academic program and build relationships with one another throughout the duration of their learning journey.

Community and the opportunity to connect with other students and build learning-based relationships is the lifeblood of cohorts. Conrad  explains that learners tend to perceive a sense of community based on both the support structures available to them and the contact with peers. This means that learning support is best delivered in a manner that builds relationships and not just aims to answer FAQs.  Importantly, Seed recognises that “cohorts in academia” require “an environment that fosters a community of learners” and provides opportunities for sharing opinions and tasks.

The benefits of cohort learning

Cohorts assist in making intimidating tasks manageable. Holmes et al explored the benefits of cohorts through the lens of completing a postgraduate dissertation. It was found that cohort learning helped to broaden the individual learner’s knowledge by offering support in the form of other learners with whom there was a shared sense of interdependence. Conrad expands on this interdependence, describing it as the sum of feeling comfortable and a sense of belonging coupled with academic motivation.

In fact, a successful cohort provides for a learning environment that exists both inside and outside of the designated learning environment. It extends into the student’s lived professional space and encourages mutual support amongst its members in their shared pursuit of academic or professional goals. It gives everyone a sense that they matter and have a voice within the group.

In terms of observable benefits for learners in an online setting, Conrad noted that an “increased sense of connection” led to greater participation and comfort in online discussions, along with a higher likelihood of online cohort members meeting face-to-face and developing stronger professional bonds. Scribner and Donaldson suggest that these factors lead to online cohorts experiencing greater success in collaborative efforts on academic projects.

The need for cohorts to be managed on the journey

Holmes et al determine that “structure and sustained guidance” are essential in maintaining a positive cohort learning attitude and sense of cohesion. Therefore, online facilitators and support staff must not fall prey to the temptations of leaving cohorts to their own devices. The crucial need to manage the journey is echoed by Conrad, who notes that all participants in the learning ecology are responsible for the creation and nurturing of the cohort environment – the burden does not fall solely on the learners. 

Facilitating cohort learning

The initial obstacle to cohort learning is technological. Learners must be able to interact sufficiently with other members of the cohort, going beyond simple text or email exchanges. Conrad observed positive outcomes from a cohort experience that made use of both self-directed online content delivery methods AND from having online facilitation that allows students to meet one another and be given opportunities to work together and engage in solving problems together.

Turning to the actual structure of effective cohorts, Conrad explains that cohorts work best when constructed to resemble small yet effective groups. Large discussions with many learners may pose their own unique learning benefits, but this does not substitute the sense of community that is needed to nurture learning cohorts. Ultimately, the success of an online learning cohort depends on the climate created by the learning support team, the online facilitators, and ultimately the learners themselves. CPS has been managing cohorts effectively for many years and has data to prove the effectiveness of applying the theory referenced in multiple learning environments. The application of learning science to the real world of work keeps learning fresh for CPS.