Walden University Tracy Snow. Best practices Interaction Interactivity Development of critical...

Collaboration…Walden University

Tracy Snow

Collaboration tools

Best practices Interaction Interactivity Development of critical thinking skills Co-creation of knowledge Reflection Transformative learningPalloff & Pratt, 2005

Collaboration Promotes

Instructors are always looking for ways to improve student interaction in classes. They understand that collaboration online is different than that of face to face. They may not have the necessary tools to make this happen successfully (Palloff & Pratt, 2005). Increasing opportunity for interaction is critical for online learning. Collaboration allows this.

Need

Research

Ling Thompson and Heng-Yu Ku from Regis University and the University of Northern Colorado conducted a case study to investigate the relationship between the degree of online collaboration and quality of group projects. They needed to find our how important collaboration was to online learners as they work on group projects, and how belonging to a community is essential in a collaborative learning experience (Kirschner, 2004; Palloff & Pratt, 2005). Their findings were based on four teams working in groups and their interactions. It was based on four different characteristics: participation, Interdependence, synthesis, and independence.

Results (project 1 & 2)Project 1 & 2

Team 1 Team 2 Team 3 Team 4

Total statements (participation)

952 346 686 339

Interaction pattern(Interdependence)

15 0 18 9

New Ideas(Synthesis)

352 69 293 221

Msg to Instr.(Independence

2 9 1 0

Project 3 & 4 Team 1 Team 2 Team 3 Team 4Total statements(participation)

663 n/a 675 219

Interaction Pattern(interdependence)

7 n/a 10 1

New Ideas(Synthesis)

294 n/a 292 62

Msg. to instructor(Independence)

0 n/a 2 3

Results (project 3&4)

Development

The problem that this innovation encountered was the disbandment of team 2. Two members quit, and the other 2 joined teams 3 & 4. The audience for this innovation is professors (teachers).

COMMERCIALIZATIONThere was no commercialization in this case study. For future studies, the need to implement technology will be investigated.

Degree of online collaboration and team performance.

Knowledge (professors realize the need to collaborate)

Persuasion (Professors convince students to collaborate)

Decision (Students decide or reject collaboration tools)

Confirmation (Students reinforce the decision to collaborate and seeks to avoid discourse)

Time line