Evaluates strategies used in online learning that promotes collaboration. Completed as an assignment for ELT7008-8-3 for Northcentral University, Prescott Valley, AZ.
Citation preview
1. Strategies to EngageStudents inCollaborative
OnlineLearningIt is all about the Community
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.159Collaboration
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 CommunityInstructors will have evidence of an
online community when the followingindicators 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)
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 students social
presence, learner satisfaction, and active interaction in their
online courses.
5. Elements of CommunityPeople: The students, faculty, and
staffShared Purpose: Coming together sharing information,interests,
and resourcesGuidelines: Create structure by providing ground rules
forinteraction and participationTechnology: The vehicle for
delivery and a place whereeveryone can meetCollaborative Learning:
Student-to-student interaction thatsupports socially constructed
meaning and creation ofknowledgeReflective 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 MeaningfulOne of the most
important tenets of e-learning isthat it bridges work and learning.
While the bestclassroom experiences bring work into thelearning
environment, the best e-learningexperiences bring learning into the
workenvironment (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 ActivitiesInstructional
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 others 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 ThoughtPalloff 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. ReferencesBarab, 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