Why "Proximity Online"? The remote learning environment is often a lonely one, especially if the learner is completing a programme of academic study. Online students usually have to do without the benefits of sharing the in-person, social learning experience described by Vygotsky, Bruner, Lave, Wenger and others.

“In facilitating communication that models the proximity of a traditional classroom, instructors need to be engaged, relational, and personal. If done correctly, these interactions can lead to higher-level learning as students broaden their own knowledge while reflecting on the knowledge and experiences  of their peers and instructor…” – Dyer, T., Aroz, J. and Larson, E. (2018). Proximity in the Online Classroom: Engagement, Relationships and Personalisation. Journal of Instructional Research, 7: 108. 

However, there are many ways to overcome the isolation often experienced in online learning. The quality of discussion and interaction in such a course is a crucial factor in bringing about successful learning. 

A sense of proximity, focus, engagement and challenge can be introduced and maintained by including asynchronous chat groups, strategically planned synchronous discussion forums, wikis and a range of interactive learning activities, simulations and scenarios. 

We believe that proximity can be present in online teaching and learning – without requiring lecturers to spend excessive amounts of time on each student, especially when their classes are large. 

In developing courses and learning resources, we at Proximity Online aim at closing the proximal gaps in remote learning – between learners and their peers, between learners and their lecturer, and in addition, between the lecturer or subject matter expert (SME) and the online course designer.