4/29/14
1
Managing Group Work Online
April 30, 2014
Dr. Lujean Baab Senior Director Networked Learning Design & Strategies (NLDS) TLOS Virginia Tech
• Discuss a model for project-based group work project-
based in online courses
• Explore strategies for assessing group work online
• Investigate an opportunity to collaborate and contribute
to research on group work in online courses.
Outcomes
Ø Introduction Ø Why use group work online Ø What have you done? Ø Research-based model Ø Tech talk Ø Making the grade Ø What will you do? Ø Join the fun
4/29/14
2
Tell us about you….
• Higher Ed Faculty • K-12 Teachers
• Using group work now • Online?
• Instructional designers • instructional technologists • Administrators • Others
Increase student-student interaction Increase skills in collaborating at a distance Impart life-long learning skills Increase group knowledge creation & sharing Response to challenges of academic integrity
ü Address verification of test taker ü Reduce potential for cheating
Why do we do this?
Quick review of the research § Collaborative, project based assignment in
online course required for M.Ed. § Graduate students working or desiring to
work with Instructional Technology in K-12 or teacher preparation programs
§ 12-week course
4/29/14
3
• Utilized assignment in four sessions over two years
• Classes capped at 15 students each
• 52 students participating
• 13 groups with 3-5 members per group
• Multi-part assignment (grade points for each part)
• Total assignment worth 50% of grade
The numbers….
• Students working in K-12 environments
• Tuition reimbursement based upon grades
• Some working in same school or location but
not usually on same team (twice)
• Some knew each other before class
About the students….
EMPOWERING STUDENTS
Lay foundation for classroom community based on six “key elements” - Palloff & Pratt (1999) Building Learning Communities in Cyberspace.
Students are empowered to be open and honest in their communication and their assessment of themselves and others in a manner that is respectful and relevant to the purpose of the activity and that is responsive to the needs and best interests of classmates and the class as a whole
4/29/14
4
EMPOWERING STUDENTS
• Roles in group • defined by assignment • negotiated by students within each team
• Open approach – • all work visible to all students
• Multiple means of communication/collaboration • Limited choices of tech to level playing field
• Pre / Post survey • Mid-point survey on student satisfaction • Discussion forums • Assignment elements
• Self analysis • Peer review • Presentation on experience
• Teacher/Researcher notes from emails/phone calls/ web conferences/ office hours
Data collection
ANALYSIS AND RESULTS
• A#tudes and percep.ons changed • Students self-‐reported increase in skills and new skills
acquired • Students viewed outcomes as jointly owned • Students compelled to contribute in response to
teammate(s) concerns • Students were honest in self and peer review
4/29/14
5
ANALYSIS AND RESULTS
• Students cri.cal of the .me required for assignment • Students unhappy with the percentage of grade made
up by elements of assignment • Students thought focus was on process, not outcome • Students desire ability to choose technology &
did not like limita.ons
Student Comments
“It seems that she (faculty) was more interested in whether we followed directions than in whether we learned anything”
“It seemed like we were teaching ourselves and we did all the work – she only had to fill in the rubrics!”
“She is really a control freak – everything was described down to the smallest detail and, even though she said we were ‘empowered’, we had to follow all these directions!”
14
Student Comments
“ I know now that I can do this, I can work in a group online – it’s not as scary once you do it”
“I really liked the self –analysis and the peer review. I got a chance to say what I really felt”
“I’m going to suggest that our teaching group do our stuff online from now on – we don’t have to give up time at home to get things done. I can show them how to do it.”
4/29/14
6
“We should be able to use any and all the tech we choose – there should be no limits and no requirements on that”
Technologies used:
• LMS Course Site • Wiki (www.wikispaces.com)
– Discussion and communication area • Course Site Discussion • Google Docs • Course Site Chat • Web conference • MSOffice Software
17
• Faculty time invested • Assignment/negotiation of roles in groups • Monitoring progress • Fair assessment of individual contribution
Other concerns
4/29/14
7
• Strategies and rubrics • Peer assesment • Self assessment • Participation grade • Control and contribution
Grading the one and the whole
• Keys for Success • Planning your group work project
Let’s try this….
Join us: http://tinyurl.com/GroupWorkOnlineForm Dr. Lujean Baab Senior Director Networked Learning Design & Strategies (NLDS) TLOS Virginia Tech