Using Google Docs to promote online collaboration and active engagement in a

blended learning course

Freda Daniels

The Lifelong Learning and National Qualifications Frameworks course is structured to be interactive, collaborative and participatory. While participants engage with the readings, it is a challenge to get them to engage with one another.

This case study explored the effectiveness of using Google Docs as an online collaboration tool for the co-construction of knowledge by a group of working students participating in an online component of a blended learning course.

Framing of the case study

Context:➢ Lifelong Learning and National Qualification Frameworks:

Leaders for Learning - a blended learning course ➢ NQF level 8; 60 credits; 8 months in duration➢ Three modules, each 10 weeks in duration ➢ Co-facilitated by UWC and South African Qualifications

Authority➢ Two residential weeks at start and middle of course➢ Proceeds with 4 months online engagement ➢ 10% of total mark is allocated for participation

Background

➢ Small group of ten registered students ➢ Three from Botswana and seven from

Gauteng ➢ All participants work in the NQF terrain ➢ Have own laptops, access to internet either

at work or at work and home➢ Eight participated in pilot study on Google

Docs.

The participants

➢ Use Learning Management System (Moodle) ➢ Asynchronous tools - discussion and plenary

forums for facilitation of content ➢ Each module co-facilitated by 2 colleagues➢ Each week introduces a new activity or

topic accompanied by weekly readings and a task based on each reading.

Established practice (1/2)

➢ The pedagogical style of the course is consistent with recognised adult learning practices

➢ Course is structured as interactive and participatory➢ Problem-based approach to unpack key theoretical

and strategic issues➢ (1) Participants engage with article for the week,

summarise key arguments and post on the discussion forum

➢ (2) Task which consists of a series of questions which connects the article to their workplace context

➢ Each module culminates in a written assignment.

Established practice (2/2)

➢ Struggle to get participants to interact with one another through guided reading, writing and discussion –

➢ The Learning Management System is rather static – does not allow for simultaneous interactive online engagement

➢ Students upload long paraphrased summaries ➢ Students do not always respond to each other’s

contributions or comments➢ Summaries no reflection of understanding of core

concepts➢ Form a Community of Practice in theory but not in

practice

The challenge (1/2)

➢ Students might be intimidated by responses; they are on very different conceptual levels

➢ Might lurk in the background, perhaps not enough confidence to engage

➢ Might depend on regular respondents to comment, elaborate or assume responsibility

➢ Often feels like they expect the facilitator to lecture or take control of the discussions.

The challenge (2/2)

Intended outcome(s)

Students should be able to:➢ develop the confidence to participate more

actively and engage collaboratively on activities➢ take responsibility for the meaningful co-

construction of knowledge➢ recognise their power to take co-ownership and

responsibility for their learning➢ develop more critical dispositions to learning

Intended outcome(s)

Google Docs as alternative to the LMS:

➢ Encourages greater participation, engagement and collaborative construction of knowledge between students

 

Impact / Affordances

Google Docs enhance the learning process due to its:

➢ Read-ability, write-ability and edit-ability of texts/responses 

➢ Access-control ability restricts control➢ Encourages share –ability ➢ Focus (ability) enables students to emphasise challenging

aspects➢ Highlight (ability) of areas where they need elaboration or

support➢ Simplicity of the technology makes it easier to navigate

and its accessibility allows students to respond in real time

Impact / Affordances

➢ Students registered for a Gmail Account➢ Introduction to Google Docs with help from a google drive

instruction sheet➢ Introduction of fun activity using the new technology➢ Activity instantly stimulated participants to engage ➢ Ease of the technology encouraged them to share stories

freely ➢ Immediate (real time) or within the same day responses

to comments

Description of intervention

➢ Second week: academic activity - students engaged with article uploaded on Google Docs

➢ Students created questions based on the article and added questions alongside the article in the comment boxes

➢ Students responded to each other’s questions/comments➢ A new lively collaborative engagement developed➢ Instead of summaries, co-construction of knowledge

happening students applied new concepts to their real-world contexts

➢ Power relations shifted from facilitator to students taking co-ownership and responsibility for their learning

Description of intervention

➢ Select appropriate technological tools that match specific learning task

➢ Introduce technology playfully until students develop confidence to engage collaboratively

➢ Learning is fundamentally a socially mediated process – encourage them to participate, engage and collaborate

➢ Structure activities which allow for reading, writing, questioning, commenting and editing simultaneously

➢ Guard against judgmental feedback & criticism

 

Key points for effective practice (1/2)

Potential challenges:

➢ Ensure all students are connected to Google Docs

➢ Negative experiences dampen spirit to experiment, or discourage them from trying to use Google Docs in future

➢ Capability to convert PDF articles to Google Docs

Key points for effective practice

(2/2)

➢ Introduce students to the steps for accessing Google Docs - develop an instruction sheet which guides them through steps

➢ Create a safe online space so participants feel free to explore, engage, collaborate and practice their skills

➢ Start with fun activity to excite them to participate and respond to each other’s comments.

➢ Select appropriate emerging technologies and pedagogies that best match the learning task

Recommendations (1/2)

➢ Design authentic activities that connect the learning to students’ life experiences and work contexts

➢ Encourage students to comment, question, challenge

➢ Monitor their posts to gauge quality of participation

➢ Monitor understanding of concepts and know when to intervene, elaborate, question or challenge them

➢ Discuss experiences with other colleagues (both positive & negative)

➢ Encourage colleagues to experiment with different technologies

Recommendations (2/2)

➢ Google Docs is an effective online tool for facilitating participatory and collaborative learning for working students

➢ Allows for co-construction of knowledge, encourages active engagement without restrictions of time and space.

➢ The right pedagogical strategy to mediate participation, engagement and collaboration can be insightful and liberating

➢ Google Docs has potential to develop cognitive, social and collaborative learning capabilities

➢ Potential development of more critical dispositions to learning

➢ Potential to transform our teaching & learning practices➢ Collaboration is a core graduate attribute to function in

the global economy

Conclusions

Google Docs adds more interest and variety to forms of learning Shows great promise as a learning tool

Students form a Community of Practice across time and space

Conclusion

Beetham, (2007) An approach to learning activity design.  In Beetham & Sharpe, Rethinking pedagogy for a digital age:  designing and delivering learning. Routledge:  Taylor & Francis group. 

Bower, M. (2008) Affordance Analysis – matching learning tasks with learning technologies, Education Media International, 45 (1), 3-15. 

Brown, C. & Gachago, D. (Eds) (2013) Emerging Technologies in Higher Education: A guide for Higher Education Practitioners.

Chu, S and Kennedy, D. (2011) Using online collaborative tools for groups to co-construct knowledge. Online Information Review. Vol 35 (4), 581-597.

References (1/2)

Herrington, J., Reeves, T. & Oliver, R. (2010). A Guide to Authentic e-Learning. Routledge: New York and London. 

Herrington, J. (2006). Authentic e-learning in higher education: Design principles for authentic learning environments and tasks. Keynote Address: E-Learn Conference, 2006. Research Online, University of Wollongong.

  Hodgkinson-Williams (2014). Affordances and teaching and learning interactions. Power-point presentation, UCT.Rowe, Bozalek & Frantz, (2013) Using Google Drive to facilitate a blended approach to authentic learning. British Journal of Educational Technology, Vol 44, No 4, pp. 594-606.

References (2/2)