Evaluates strategies used in online learning that promotes collaboration. Completed as an assignment for ELT7008-8-3 for Northcentral University, Prescott Valley, AZ.
2. Why Collaborate Online
“Collaborative activities can alleviate feelings of
isolation by purposefully connecting learners with
one another through various learning activities
and promoting interdependence” (Palloff & Pratt,
2007, p.159
Collaboration promotes the following skills:
Development of critical thinking skills
Co-creation of knowledge and meaning
Reflection
Transformative learning (Palloff and Pratt, 2005.
p.4)
3. Evidence of Community
Instructors will have evidence of an online community when the following
indicators are seen (Palloff and Pratt, 2007):
1.) Active interaction involving both course content and personal
2.) Collaborative learning evidenced by comments directed primarily
student to student rather than student to instructor
3.) Socially constructed meaning evidenced by agreement or questioning,
with the intent to achieve agreement on issues of meaning
4.) Sharing of resources among students
5.) Expressions of support and encouragement exchanged between
students, as well as willingness to critically evaluate the work of
others (p. 31)
4. Accomplishing Community
Collaboration
“The most meaningful learning for students [occurred]
when they shared personal experiences related to
course content” (Dabbagh and Bannan-Ritland,
2005, p. 86).
Collaboration has a direct correlation to an online
community, which is essential and dependant on
student’s
social presence, learner satisfaction, and active
interaction in
their online courses.
5. Elements of Community
People: The students, faculty, and staff
Shared Purpose: Coming together sharing information,
interests, and resources
Guidelines: Create structure by providing ground rules for
interaction and participation
Technology: The vehicle for delivery and a place where
everyone can meet
Collaborative Learning: Student-to-student interaction that
supports socially constructed meaning and creation of
knowledge
Reflective Practice: Promoting transformative learning
6. Individual Group
*Sense of accomplishment *Collaboration
*Quality of outcome *Teamwork
*Satisfaction with the process *Sense of well-being and support
*Ability to work at own pace *Promotes reflection
*Sense of self-expression *Reduces isolation
Technology & Groups
*Problem solving
*Conflict
management
*Group norms
*Connect and
communicate
Facilitator Technology
*Comfort with technology *Vehicle for communication and task completion
*Competence in online facilitation *Provides communication
*Ability to communicate clearly *Transparent and easy to use
*Comfort with reasonable chaos and conflict Task
*Creates a safe place for the group *Creates sense of purpose
*Nurtures relationships *Source of motivation
*Promotes self-organization and empowerment Source of collaboration
7. Learning is Authentic and
Meaningful
“One of the most important tenets of e-learning is
that it bridges work and learning. While the best
classroom experiences bring work into the
learning environment, the best e-learning
experiences bring learning into the work
environment” (Rosenberg, 2011, p. 179).
8. Challenges in Online
Collaboration
Mistrust of information and individuals
Limited Resources to time and information
Class dynamics change with students dropping class or entering late
Lack of group communication, representation and participation
Technical difficulties with hardware, software and LMS
Course design issues or improper activities
Leadership or faculty concerns
Cultural differences and conflict resolution
Expectations set to high
9. Instructional Strategies and
Activities
Instructional Strategies and Activities Suggested
in Simich-Dudgeon (1999):
Create awareness to promote shared meaning
and a supportive learning community
Encourage use of interpersonal involvement
strategies such as personal stories, metaphors,
and irony
Encourage use of personalized greetings to
promote a sense of community
10. Instructional Strategies and
Activities
Instructional strategies and activities suggested by
Haythornthwaite, Kazmer, Robins and Shoemaker
(2000):
Promote initial and sustained bonding through
multiple means of communication related to social
and work activities
Establish a regular schedule for communication to
occur
Provide public and private synchronous interaction
Monitor and support continued interaction
Provide feedback
11. Instructional Strategies and
Activities
Instructional strategies and activities suggested byRovai
(2001)
Create a community by designing and supporting
student interaction and involvement
Build community by encouraging socio-emotional
communication as well as educational interactions
Be sensitive to differences and adapt your teaching to
facilitate interaction
Consider incorporating a rubric
12. Instructional Strategies and
Activities
Instructional strategies and activities suggested
byBarab, Thomas and Merrill (2001):
Involve interpersonal issues
Promote sharing of personal experiences through
content that is personally meaningful
Design a course that intentionally establishes an
online community
Emphasize course climate as well as course
content
Consider asynchronous communication methods
for promoting reflective thought
13. Simple Activities You Can Add
to Your Online Courses
Synchronous chat via online office hours
Allow students to provide feedback on each other’s work
through Track Changes features
Establish personal sharing via Ice Breaker activities
Use Web 2.0 Tools such as Voice Thread, Wikis, and Blogs
Small-group assignments
Simulations
Homework forums
Asynchronous discussion of readings and assignment
progress
Shared course and discussion facilitation
14. One Last Thought
Palloff and Pratt (2005) state
The more we engage our students in a process
of ongoing evaluation of their own performance,
the more meaningful the online course will be to
them. The more we engage them in working with
one another in both collaborative activity and
collaborative assessment, the more likely they
are to engage in a learning community that will
sustain them beyond the end of the course. The
more meaningful the course, the more likely it is
that they will become empowered and lifelong
learners. (p. 53)
15. References
Barab, S.A., Thomas, M.K., & Merrill, H. (2001). Online learning: From information dissemination to
fostering collaboration. Journal of Interactive Learning Research, 12(1), 105-143.
Dabbagh, N. &Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application.
Columbus, OH: Pearson.
Draves, W. A. (Ed). (2007). Advanced teaching online. River Falls, WI: LERN Books.
Maeroff, G. I. (2003). A classroom of one: How online learning is changing our schools and colleges. New
York, NY: Palgrave MacMillian.
Moallem, M. (2007). Accommodating individual differences in the design of online learning environments:
A comparative study.Journal of Research on Technology in Education, 40(2), 217-245.
Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching.
San Francisco, CA: Jossey-Bass.
Palloff, R.M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA:
Jossey-Bass.
Palloff, R.M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual
classroom. San Francisco, CA: Jossey-Bass.
Rosenberg, Marc J. (2001). E-Learning Strategies for Delivering Knowledge in the Digital Age. New York,
NY: McGraw-Hill.
Sandars, J. (2006). Twelve tips for effective online discussions in continuing medical education. Medical
Teacher, 28(7), 591-593. doi:10.1080/01421590600879455
Notas del editor
Draves (2007) cites Dr. Rita-Marie Conrad “we no longer deliver courses. Instead we create ‘knowledge environments’” (p. 133). Online instructors need to establish a learning environment that encourages collaboration, interaction, self-reflection and the desire to be life-long learners.
Instructors will have evidence of an online community when the following indicators are seen (Palloff and Pratt, 2007): 1.) Active interaction involving both course content and personal2.) Collaborative learning evidenced by comments directed primarily student to student rather than student to instructor3.) Socially constructed meaning evidenced by agreement or questioning, with the intent to achieve agreement on issues of meaning4.) Sharing of resources among students5.) Expressions of support and encouragement exchanged between students, as well as willingness to critically evaluate the work of others (p. 31)
Draves (2007) state, “[that] by creating a learning community you enhance the learning of all your participants” (p. 131). He continues to justify establishing a community early stating “the creation of the learning community takes place from the student’s first contact with the course at registration to about the second week of the course” (p. 133). Draves (2007) encourages the online instructor to “build the foundations of [the] learning community” beginning at least two weeks prior to the start of an online course and continuing through the second week of the course (p. 133).
Palloff and Pratt (2007) state, “our communities today are formed around issues of identity and shared values” (p. 27). Palloff and Pratt (2007) cite Shaffer and Anudsen (1993) defining community “as a dynamic whole that emerges when a group of people share common practices, are interdependent, [and] make decisions jointly […]” (p. 27).
Elements of a community as identified by Palloff and Pratt, (2005). “We now note that social presence is a critical element of the online community and one that is critical to collaborative work” (Palloff & Pratt, 2005, p. 9).
Elements of effective online groups as described by Palloff and Pratt (2005).
By creating an online course that provides effective learning opportunities it is expected the students will find the activities to be useful, meaningful, manageable, collaborative, and engaging. By providing discussion questions, interactive, and collaborative activities that encourage learners to discover and then share with their peers they are able to learn from each other, engaging them in the learning process. Draves (2007) calls this the “learner-to-learner” activity when “students learn from other students instead of always relying on the instructor” (p. 183).
Palloff and Pratt (2005) mention a variety of challenges faced by both students and instructors in an online environment. Here is a list of challenges as described by Palloff and Pratt (2005, pp. 32-33). “The bottom line is that good planning and preparation for collaborative work can head off or resolve many of the woes that may befall a collaborative activity before they even occur” (Palloff & Pratt, 2005, p. 39).
As cited by Dabbagh & Bannan-Ritland, (2005, p 86).Watkins (2005) supports activities that “provide learners with an opportunity to question assumptions, challenge attitudes, gain a broader perspective on issues, develop constructive study skills, and / or work with others to build proficiencies” (p. 965).
As cited by Dabbagh and Bannan-Ritland, (2005, p. 87).Activities that support collaboration also provide “students with a deeper understanding of the subject they are studying, allow them to develop greater facility with online research, and create connections that can serve them long after a course ends” (Palloff & Pratt, 2007, p. 180). Online learning is more about the interaction between the students and between the students and instructor than the lecture, video, audio, or required readings. Designing activities that support the online learning community provides for more engaged students (Draves, 2007).
The rubric “promotes discussion standards and encourages uniform contributions” (Rovai, 2000 as cited by Dabbagh & Bannan-Ritland, 2005, p. 87)The last line of my directions to a discussion forum often reads “make sure to reply to at least two peers every week, but try not to leave anyone out of the discussion.” In these very subtle ways, students can begin to feel welcome and a part of the online community. Acknowledging each other and providing feedback even as simple as “what a wonderful activity to do with your family” can provide a basis for connection and trust in an online classroom. “Online discussions are a social process and the development of mutual trust between group members is essential. […] Although face-to-face meetings may be impossible, the initial development of the learners into a social group is still important” (Sanders, 2006, p. 591).
Dabbagh & Bannan-Ritland (2005) suggest instructors create a personally meaningful environment and meaningful experiences that will build community. Palloff and Pratt (2005) state that online instructors must “continuously search for ways to improve student-to-student interaction in their courses, to create more personal and relevant learning experiences, and to promote the development of active and engaged learners” (p. 4).
Palloff and Pratt (2001) and Draves (2007) encourage online instructors to hold office hours or host a synchronous chat for question and answer time. The Online Office Hours activity encourages building relationships between the practicum teacher and students. The practicum student is “able to create more personal and relevant learning experiences” for the students, and allows the practicum student to “recognize the value of collaboration online” (Palloff and Pratt, 2005, p. 4). Palloff and Pratt (2001) describe the misconception of the roles of online students and instructors, clarifying that the instructor should “act as a facilitator, or ‘guide on the side,’ enabling the students to learn collaboratively” (p. 108).
Online learning is more about the interaction between the students and between the students and instructor than the lecture, video, audio, or required readings. Designing activities that support the online learning community provides for more engaged students (Draves, 2007). Moallem (2007) sums it up in a study of online learning and student learning styles, “in online learning environments where social interaction, collaboration and problem solving are highly emphasized, it is likely that students’ perception of their positive learning experience influence their motivation and willingness to adjust their preferred learning styles” (p. 238).
