In online learning and training environments, collaboration is often necessary to enhance the processes of instilling and retaining needed information in the human audience. This is difficult to fathom for it is not in a predominantly synchronous, face-to-face (F2F) mode of communication. Innovative forms of human interaction and the development of skills for resolving conflicts, setting goals, building trust, and collaboration are normally the backbone of typical team training or education programs (Hurst & Thomas, 2008). Instructors play major roles in the developmental and assessment methods of these necessary skills by putting diligent effort into the process side of teaming and teaching (2008). In turn, it is equally important for instructional to actively participate in group learning as it is the student target audience.
To assess these online collaborations, there is much to consider. First, we as educational professionals must recognize that this is authentic assessment which utilizes non-conventional methods. That is, instructors measure levels of participation while all participants aid him/her in the assessment process by critiquing their peer’s uploaded projects (Laureate, 2008). What we as online educators are most interested in is more robust experiences in education that students can take with them after the course is complete. The more students participate in collaborative activity and assessment, the much more likely a learning community will develop that will last well beyond the course (Palloff & Pratt, 2005). Furthermore, it is recommended that clear guidelines and rubrics are provided to collaborative online students (2005) so everyone is on the same page and a true synthesis can be achieved. We must understand that online learners have a wide range of varying skills and knowledge. Assessment by an instructor/facilitator should measure student growth by asking where the students started in their knowledge versus where they ended up after the lesson (2008). Only after all this can a true assessment be determined for a lesson or course.
What if a student is does not engage in the collaboration effort and is difficult to persuade into the learning community? Well, there is not any concrete process to alleviate this issue, but here are some recommendations for instructors. First, encourage other group members to coax the difficult student into the learning community to see if it can be handled from within. Emphasis on politeness is probably the best approach which makes the instructor take on a mediator role. Next, the instruction professional needs to assess his/her own diligence in the preparation of the collaboration lesson’s (2005) and hopefully the instructor has a Plan-B for how to intervene in this type of incident. Maybe a more individualistic approach for the difficult student can achieve the same goals and objectives. When developing the collaborative experience, it is a good idea to create a mix of individual and community based activities (Laureate, 2008). Like a role play for instance that could give the difficult member an individualistic task to complete. This could even change the assessment of the facilitator of the collaboration activity of a group. But probably not significantly for if the difficult student just absolutely refuses to participate and after everything has been tried, well then the others must pick up the slack and accomplish the task at hand. That is the way it is in the real world, so why not in this instance.
References
Hurst, D., & Thomas, J. (2008). Developing team skills and accomplishing team concepts online. In T. Anderson (Ed.). The theory and practice of online learning. (2nd ed.). (pp. 441-472). Edmonton, AB: Athabasca University Press. http://cde.athabascau.ca/online_book/second_edition.html
Laureate Education, Inc. (Producer). (2008). Assessment of collaborative learning. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5701360&Survey=1&47=9580570&ClientNodeID=984645&coursenav=1&bhcp=1
Laureate Education, Inc. (Producer). (2008). Learning communities. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5701360&Survey=1&47=9580570&ClientNodeID=984645&coursenav=1&bhcp=1
From Anwar
ReplyDeleteHi Tim,
What is your opinion about the team size for a collaborative effort. What do you think a better platform could be for this? a wiki,a blog or an instant messenger for discussion? Please share your opinion.
Anwar, I think team size should depend on the size and significance of the project at hand. I would think some collaborations have large amounts of contributors or even groups of groups.
ReplyDeleteI would say that the wiki tool is the way to go so everyone in the group, or group of groups, can edit on it. Thanks for the response.
You are quite welcome Tim
ReplyDeleteCecil Mittoo response to Blog Module: 3 Part – 1
ReplyDeleteHi Timothy Weaver,
The instructor is the lead person that the learning community depends upon largely to set the social climate and bring group members together for one main purpose and that is to collaborate in harmony. There is also some advantage of the asynchronous mode of learning. Members are not bombarded with each other’s personality that might create a distraction from a psychological perspective. And, if the main purpose is to focus on the challenges that are ahead in academics and intellectual development by virtue of collaboration the underlying social fabric will be formed.
To critique ones uploaded project without giving the opportunity to “get the work corrected” and have a second chance for demonstrating learning is a very crucial way for the instructor to take a critique and transform it into a grade. Instructors have a more valued assessment tool by looking at students’ participation in a group project or collaborative interaction over time. However, some students do not have that level of social skills to effectively collaborate in a diverse population of learners. To measure a learner’s level of achievement in online studies by their participation must be understood from the onset of a learning program. Anderson (2010) believes that the institution must first prepare the student for that kind of experience. Palloff et al. (2005) also believes that there should be clear guide lines that the students are aware of in terms of how they will be assessed. I agree that everyone must be on the same page for standard of assessment to be applied across the board for everyone. There is a thought that some students will learn more than others and should be recognized for their level of performance. If this is true, then it should be known to all in the online class, as it is known that students come in at all knowledge level and experience. A student who comes in with a high knowledge base might not necessarily participate as agile as a lower knowledge based students because of boredom and disappointment.