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Collaborative Learning & Technology: Scaffolding for Group Work in Online Courses
With Dr. Julia Parra
+Hello
This is me - Julia aka Julia Wiggins (Second Life) aka @desertjul and more…LOL, I have so many identities, I'm not sure I remember them all. Could this be a problem? InterWeb Identity Crisis?
#ET4OParra
+WIIFY?Do we really need group work in online
courses?
Aren’t there lots of challenges?
What about collaboration tools?
Existing Models that ROCK!
An Emerging Process/Model to Support Group Work
The Research and Survey Says!
Resources
+Do we really need group work?
What are the benefits of group work, specifically in online courses?
Use #ET4OParra to tweet and search for answers.
+Do we really need group work?
“Bruner, Vygotsky, and Piaget all embraced the philosophy that humans do not learn in a vacuum but rather through interaction.”
Conrad, R.M., & Donaldson, A. (2004). Engaging the online Learner: Activities and resources for creative instruction. San Francisco: Jossey-Bass.
+Do we really need group work?
“A process that involves inquiry confronts the unknown and relies on personal or collective resources to resolve questions. The online environment in which inquiry can flourish is gradually built by collaborative and collective contributions. Such collaboration efforts are likely to result in better outcomes, designs, practices, or products” (p. 30).
Collison, G., Elbaum, B., Haavind, S. & Tinker, R. (2000). Facilitating Online Learning. Madison: Atwood Publishing.
+Do we really need group work?
“By learning together in a learning community, students have the opportunity to extend and deepen their learning experience, test out new ideas by sharing them with a supportive group, and receive critical and constructive feedback. The likelihood of successful achievement of learning objectives and achieving course competencies increases through collaborative engagement.”
Palloff, R., & Pratt, K. (2005). Learning together in community: collaboration online. Proceedings 20th Annual Conference on Distance and Teaching and Learning. University of Wisconsin, Madison, Wisconsin, August, 2005. Retrieved April 20, 2011 from http://www.uwex.edu/disted/conference/Resource_library/proceedings/04_1127.pdf
+Do we really need group work?
“Collaboration has often been defined as the ‘heart and soul’ of an online course or, for that matter an course that bases its theoretical foundation in constructivism.”
Palloff, R., & Pratt, K. (2005).Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
+Aren’t there lots of challenges?
What are the challenges of group work, specifically in online courses?
Use #ET4OParra to tweet and search for answers.
+Aren’t there lots of challenges? “Some of the literature related to online learning
indicates that groupwork in online classes is beneficial (Conrad & Donaldson, 2004; Palloff & Pratt, 2005). However, others have indicated that online groupwork may be perceived as more challenging than groupwork in face-to-face settings (Kim, Liu, & Bonk, 2005; Koh & Hill, 2006).”
Barbour, M. (n.d.). Strategies for students and instructors how to improve online groupwork. Retrieved April 20, 2011 from http://www.michaelbarbour.com/research/pubs/el08-koh.pdf
+What about collaboration tools?
“Collaborative distance learning involves the use of online synchronous and asynchronous tools by classrooms, groups, and individuals for the purpose of creating, communicating, and organizing projects and information. Students can now work online with other students on a classroom, local, national, and/or international level. This can be accomplished through the use of such tools as wikis, blogs, micro-blogs, social media websites, shared and editable documents, video-conferencing rooms, and online classroom discussion boards. Technology has afforded students the opportunity to collaborate not only in real time (synchronously), but on their own time (asynchronously) as well.”
Written by one of my awesome students, Sam Stichter!
+Existing Models that ROCK!
Gilly Salmon’s 5-Stage Model for supporting students in developing technical skillshttp://www.atimod.com/e-moderating/5stage.shtml
+Existing Models that ROCK!
Conrad & Donaldson’s Phases of Engagement Modelhttp://phases.wetpaint.com/page/Phases+of+Engagement+Model
Conrad & Donaldson note instructor roles as Social Negotiator, Structural Engineer, Collaborator, Initiator, Partner
+Existing Models that ROCK!
Michael Barbour discusses online group work strategies for students and instructors:http://www.michaelbarbour.com/research/pubs/el08-koh.pdf
Instructor roles are noted by Barbour as Facilitator, Motivator, Guide, Coordinator
+Un Milagro Pequeno in Support of Scaffolding
Two types of scaffolds – content and metacognitiveContent scaffolds – warm up sheet, note-
taking sheet, project templateMetacognitive scaffolds – project
planning sheet, information collection log, project reflection sheet.
Su, Y. & Klein, J.D. (2010). Using scaffolds in problem-based hypermedia. Journal of Educational Multimedia and Hypermedia, 19(3), 327-347.
+An Emerging Process/Model to Support Group Work
Spring 2011 EDLT 528/628 Designing Educational Resources on the Internet
Fully online, 6 units of content
4 Phases for Scaffolding Groupwork – Getting Started with Groupwork, Practicing Groupwork, Conducting Groupwork, Celebrating Groupwork
+
*Google+ Hangout is a great collaboration meeting tool.
+The Master Plan aka Research Plan
Research Method
This qualitative inquiry is a case study and is designed to answer the overarching question - how does a process of phasing in groupwork and scaffolding both student use of technology and development of student skills for collaborative group work impact student satisfaction, learning effectiveness and student success. The population for this survey will be a graduate-level college class.
+The Master Plan aka Research Plan
Research Procedures
The data collection strategies for this study will include (a) a survey and (b) focus group interview where all participants will be invited to participate. It is desirable to use an interviewer other than the researcher due to the researcher’s role in the professional development being addressed. Data analysis will be conducted based on a qualitative approach, with use of survey analysis, pod and transcript analysis, and case study development.
+Survey Says!
+Survey Says!
+Survey Says!
+Survey Says!
+Survey Says!
+Survey Says!
+Survey Says!
+Resources
The Model/Process Handout
Groupwork Survey Questions (done in Google Forms)
Course Documentation with Integrate Groupwork Directions
+So you want more?
Contact me at:[email protected]: princessjulz
Access materials from this presentation at:https://juliaparra.pbworks.com/w/page/41919743/2011-ET4Online-Presentation
