Palloff, R., & Pratt, K. (2007) Chapter 8 "Promoting Collaborative Learning"
Swan K., Shen J., & Hiltz, S. (nd) "Assessment and Collaboration in Online Learning"
Many experts believe that collaboration is the key to learning in the online classroom environment. By learning together students have the opportunity deepen and extend their learning, test out new ideas and receive constructive and quality feedback. (Palloff, & Pratt, 2005). Furthermore, collaborative and inquiry-based learning has been show to increase students' "deep understanding" of concepts (Bielaczyc & Collins, 1999), such that they can build upon the concepts and apply the concepts in "real world" situations.
Discussion Instructions
Begin you discussion by using the resources provided this week. Then, reflect on your collaborative learning experiences whether it be in an online environment or a face to face course. Next, consider the following questions before creating your discussion post. Lastly, continue on to the discussion board.
- What elements are needed in order for instructional designers and instructors to foster and promote an online collaborative learning environment?
- How do learners benefit when using collaborative techniques in the online classroom?
- Give an example of when you had a positive or negative collaborative learning experience. Why was it positive or negative? What could have been done differently to enhance the experience?
By Wednesday:
Create a discussion post that reflects on your own experiences in a collaborative learning environment. Your original posting should be supported with resources.
By Sunday:
Respond to at least two of your classmates discussion posts. Ensure that your post is respectful and deepens or expands the discussion. You may also question, analyze or give constructive feedback presented by your classmate. Your comments should be supported with resources. Simply writing "good job" or "I agree" without feedback as to why is unacceptable. Also consider responding to those classmates who responded to your original posting.
Look at the Discussion Rubric below while writing your postings to help guide you.
Discussion
Rubric
|
Criteria
|
Exceeds
Standards
4
|
Meets Standards
3
|
Approaches
Standards
2
|
Below
Standards
1
|
Instructor
Comments
|
|
Posting
Frequency
|
Participates multiple
times during the week over multiple days.
|
Participates but is not
distributed over the week.
|
Participates only 1-2
times for the week, only 1 or 2 days.
|
Does not participate at
all.
|
|
|
Initial
Assignment Posting
|
Posting is fully
developed and address all aspects of the assignment.
|
Posting is well developed
and addresses the majority of the assignment.
|
Posting is barely
developed with limited preparation and does not address all aspects of the
assignment.
|
Posting is not evident.
|
|
|
Response
Postings
|
Analyzes and responds to classmates’
postings with meaningful discussions building on previous post.
|
Responds to classmates’
postings with further comments or observations.
|
Responds to discussion
with limited comments or observations that do not enrich discussion.
|
Posts no follow up
responses to others.
|
|
|
References
|
Uses references to literature,
videos, and/or other media as well as personal experiences to support
comments.
|
Uses some references from
literature and personal experiences.
|
Uses personal experience
but no reference to readings or research.
|
Includes not references
or supporting experiences.
|
|
|
APA
Style and Correct Grammar Usage
|
APA style is used
correctly and comments are free of grammatical or spelling errors.
|
APA style is used is used
with only minor errors and comments are free of grammatical or spelling
errors.
|
APA style is used but
with major errors and comments contain many grammar and spelling errors.
|
APA style of writing is
not used and numerous grammar and spelling errors are present.
|
|
|
Total
|
|
|
|
|
|
References
Bielaczyc, K., & Collins, A. (1999). Learning Communities in Classrooms: A Reconceptualization of Educational Practices. In C. M. Reigeluth, Instructional-design theories and models: A new paradigm of instructional theory (pp. 269-292).
Palloff, R., & Pratt, K. (2005). Learning together in community: Collaboration online. Retrieved from http://www.oakland.k12.mi.us/Portals/0/Learning/04_1127.pdf
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201320_04/MS_INDT/EIDT_6511/Week%207/Resources/Resources/embedded/Paloff_Ch8.pdf
Swan, K., Shen, J., & Hiltz, S. (n.d.) Assessment and collaboration in online learning. Retrieved from http://www-new.kent.edu/ehhs/dl/upload/assessment-and-collaboration.pdf
Online Learning – Robles
ReplyDeleteI believe that students must have shared goals, an understanding of responsibilities and a positive learning environment. The students must come to a consensus as to the direction of the learning in order to be productive (Palloff & Pratt, 2007). This is enhanced by an understanding of their responsibilities as members of the learning community. For example, if I was expected to post only an initial post and responses were optional, there might not be any interaction amongst students. To support these learning activities, the instructor must create a positive learning environment. Students must feel free to make mistakes and work together to build knowledge (Palloff & Pratt, 2007).
As a learner, I feel that I benefit from sharing my experiences and reading about others experiences in the online environment. We have had many collaborative learning experiences here at Walden University. Although most are positive, one very negative experience stands out. I was part of a group project with specifically defined roles. I expected to work with others who had a full life like mine. Instead I was placed in a group with other members who could complete their assignments during my family time. Then they decided to utilize Google Hangouts without providing any instructions for those of us who regularly utilize Skype and have never worked with Google Hangouts. I attempted to utilize it on my Smart phone as I do Skype and was very unsuccessful. When I asked for technical support, I was told nobody in the group could help me and that I needed to find a way to be present at the meetings in this new medium. Basically, the group leader had two windows open, Skype for me and another group member and Google Hangout for the other members. About three weeks into the project, a member of the group contacted me via Skype and was disrespectful. She told me that my part was not in line with her vision for the project and that I was intentionally creating more work for her. She also attacked me for not being present at the group meetings. I guess no one told her I was on Skype with the group leader during these. Overall, I like the design of this project. However, it became a negative experience due to human error. I think that we should utilize the features of our LMS to communicate in the future. As I was exploring it, I found a place available for group meetings. I do not think this other students would have been willing to behave this way in front of the others. I did handle the situation and she eventually apologized for her behavior. However, students utilizing outside sources for communication limits the instructor’s ability to intervene. Let me be clear. I did not involve the instructor or ask for intervention. However, if we had been utilizing the LMS, there would have been a clear record for the instructor and other group members. It would have also prevented two of us from having to be on a different medium for communication than the rest of the group.
Reference
Palloff, R. & Pratt, K. (2007). Promoting Collaborative Learning, Building Online Communities. John Wiley & Son, Inc.
Marla
Marla,
DeleteWow! Thanks for sharing your experience. I am sorry that happened to you. So much for a positive learning experience. I too have not had much success with Google hangouts. I know that Google had hoped they would take off similar to what Facebook and/or Twitter, but it's lacking something.
I believe in order to have an atmosphere conducive to learning (online or not), the statement you quoted from Palloff and Pratt sums it up: "Students must feel free to make mistakes and work together to build knowledge (Palloff & Pratt, 2007)."
Thanks for taking the time to respond.
Karen
I
Online forums require trust among members of the group. Without trust students are not able to freely express themselves thus limiting their ability to fully reap the benefits learning from other students. Personally, I have benefitted immensely from the interactions with classmates in online discussions. These interactions always bring multiple perspectives not possible with instructor lead discussions.
ReplyDeleteThanks,
Marc
Marc
DeleteI am in complete agreement with your statements on trust. I know when I begin a new class, I am always hesitant in the beginning but as I get to know my classmates I begin to trust them and am more comfortable expressing my thoughts.
Thanks for sharing your thoughts.
Karen
"The concept of online interaction and collaboration is one key to an effective online course. Interaction occurs not only between the student and course resources but also between student and instructor, and collaboratively among peers. Activities must go beyond mere interaction to promote learner collaboration with the goal of establishing an interdependent learning community" (Oosterhof, Conrad, & Ely, 2008, p. 213). Backgrounds should be considered when designing collaborative learning experiences. The size of the group, means of communication, roles, and space for reflection are needed for an environment conducive to collaboration. I had a collaborative learning experience that was both negative and positive. Our differing backgrounds and responsibilities made it difficult to come together via the Internet. Everyone has a different sense of acceptable work and of course, differing opinions period. Some members of the group simply did not contribute to the group project, but in the end, the positive that I experienced was the commitment to getting the project finished by two of the group members. I feel that discussions are the best form of collaborative learning.
ReplyDeleteTonya,
DeleteLike you I have had positive and negative collaborative learning experiences. After revisiting your experiences, "some members of the group simply did not contribute to the group project" (Wingfield, 2013) and "differing backgrounds and responsibilities made it difficult to come together via the internet along with everyone having a different sense of acceptable work" (Wingfield, 2013), I too am reminded that discussions are the best form of collaborative learning.
Thanks for sharing your thoughts.
Karen
When editors or teachers ask you to write in APA Style, they are referring to the editorial style that many of the social and behavioral sciences have adopted to present written material in the field.
ReplyDeleteAPA Editor