Collaboration in the Online Classroom

Paige HortonChristi JoynerLeigh Painter

Jayne Stevens

Why Collaborate? Promotes deeper levels of knowledge Promotes initiative, creativity and development of critical

thinking skills Promotes Co-creation of knowledge Promotes Reflection Promotes confidence in using team work Promotes using real world practices Builds upon the students natural desire to interact with their

peers.

Building Community

want to do their part to make things work well

influence each other to learn and work together

use each other as resources for their own learning

learn with fewer distractions because they know they have a place within the group

expand their participation because they are invested

in the success of the group increase their engagement

because they are occupied with compelling activities

When students believes they belong to a community, they…

Elements of Community

All the are people involved Shared purpose

Sharing information, experiences, interests, resources

Guidelines Structure of the course,

groundrules for participation and interaction

Technology or Meeting Places Collaborative Learning

Student-to-student interaction Reflection

To reinforce and transform the learning

Why Do People Need to Learn to Work Together?

Working together creates a sense of community. This feeling of belonging and importance may make a person take on more challenging tasks in the workplace, leading to a more successful career.

In many workplace settings, each person contributes to a final “product”. Without the ability and confidence to work together, an individual may not be successful in his or her career.

The ability to effectively work together also effects family life. The development of interpersonal and communication skills acquired by learning to effectively work together will ultimately lead to more fulfilling relationships and a more positive family life.

When Groups Work

The project began with several introduction activities that were fun, humorous and enjoyable while at the same time allowed me to develop comfortable relationships with my group members

As part of the assignment, we were to assign roles for each group member based on our perceptions of their strengths and levels of expertise.

The project was ran solely by the participants and their designated roles

The project was also graded solely by rubrics developed by the group through self as well as peer evaluations.

Characteristics of the Working Group

When Groups Don’t Work

Characteristics of the Non-Working Group: First the project was developed by individuals some

teachers, and some not. Those who were teachers taught very different subjects and therefore the interest and focus of the group was very diverse and the participants all wanted to complete the projects based on their interests.

There were no “Getting to Know You” activities within this course so communication was very limited because we did not feel comfortable with each other. 

The members of the groups all had different work ethics, preferences and standards.

There weren’t any grading criteria to guide the project or to inspire participants to pull their own weight.

8

Stages of Group Development

Forming: when groups get to know one another Norming: when groups figure out how to work together Storming: Problem-solving where there will be disagreement and/or

conflict Multiple Viewpoints are the most important advantage of

teams Each member brings their own perspectives and

experiences * Conflict results in higher quality products and greater

success Performing: when groups work to complete the task Adjourning: when groups end the work and disband or regroup for other

tasks

9

What Do I Need to Do as an Instructor?

Set the Stage Examine your ability to be a facilitator of groups and to let students

take charge of the group process prior to teaching your online class. Initiate a collaborative community with students at the onset of your

class. Demonstrate and set netiquette guidelines. Establish protocols for how students will communicate online.

Create the environment Explain the process how students will connect with clear details. Post a weekly communication plan. Clarify where students will meet and what times they will meet. Specify timeframe and deadlines for communications.

Model the process Make sure to be online at least once a day. Post office hours and keep them. Check discussion threads as often as students are expected to post. Post announcements at least weekly.

What Do I Need to Do as an Instructor? Guide the process

Be proactive – communicate with “absent” students. Respond to questions within 24 hours. Be a part of discussion threads while remembering to keep a facilitator

role. Make sure to continue to make each student feel a sense of

community. Evaluate the process

Keep a list of suggestions from students. Make teacher notes throughout the course and use these to make

improvements. Survey the students at the mid – course point and at the end of the

course. Make a list of questions for yourself (such as clarity of instructions,

relevance of assignments, etc.) and continually evaluate these questions.

12

Successful Collaboration

To enhance successful collaboration Get students acquainted early through an Icebreaker Establish a Positive Tone & a Structured Course Reassure Students of Open Communication with the

Instructor & Classmates Determine Strategies to Build a Successful Community Explore & Embrace Various Teaching & Learning Styles Encourage Online Communication through Peer-to-

Peer Feedback and/or Small Group Collaboration Most Importantly, Engage the Online Learner

Interview with Jacobs Fork Middle School Students currently taking NCVPS classes

Please click here to begin interview.

# of JFMS students taking NCVPS classes 24 # of JFMS students who stated they felt isolated in their online class

0

# of those taking semester classes 21 # who stated they did not feel isolated in their online class

24

# of those taking yearlong classes 3 # who stated they felt they had sufficient communication from their instructor

23

# of students currently involved in group activities in their on line class

0 # who stated they felt they did not have sufficient communication from their instructor

1

# of students previously involved in group activities sometime during their online class

3 # who liked their on line class experience 24

# of students wanting to be involved in group activities in their online class

17 # who feel like they are learning effectively 24

# of students not wanting to be involved in group activities in their online class

7 # who disliked their on line class experience and didn’t fell like they were learning effectively

0

Survey Results regarding NCVPS experience:

Reasons JFMS kids gave for wanting online group activities…

The work would be easier. Class would be more fun. It would make the time go faster. I would get to know someone from another school. I might learn more. We could share ideas. Projects could take less effort from one person. I could learn from somebody other than my teacher. Working with people makes school more interesting.

Reason JFMS kids gave for not wanting online group activities…

Group work takes too long. I think that it’s boring. Why should we? There really is no reason. That would be more work. Teachers make us do dumb stuff in group work

sometimes. I learn better by myself. It’s hard to get along with the people in my groups.

Instructor challenge

Every motive students gave for not wanting to do group work could be remedied by the online instructor

Good planning and following best practices for online collaboration would ensure successful group learning experiences

Rationales supporting online collaboration far outweigh any opposition

NCVPS at Jacobs Fork Middle The majority of NCVPS students at JFMS want group

learning experiences Those involved in group work through NCVPS had positive

experiences Attitude of students regarding group work and the isolation

factor might not be representative of typical VPS classes because these students are required to meet daily for a set period

of time they are in a physical group setting they have a physical teacher who can assist

References Wimba Pronto

http://www.wimba.com/products/wimba_pronto K-12 Education for a Lifetime

http://k12onlineschools.org/production/Content/SuppStuSucc/SuppStuSucc.html http://breeze.boisestate.edu/social/

WO Learning Championshttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm#behaviors

TeAchnologyhttp://www.teach-nology.com/currenttrends/collaboration/

Bright Hubhttp://www.brighthub.com/education/online-learning/articles/95548.aspx?p=2

Timothy Belloffhttp://timothybelloff.com

Toonlethttp://toonlet.com/

ELearn Magazinehttp://www.elearnmag.org/subpage.cfm?section=best_practices&article=48-1