When doing topic three on the ONL course – Learning in communities: network collaborative learning – we got to read an article that really caught my attention. I got my attention not only for how I can use the outcome of the article when I design Online learning, but also for how I can use of the outcome in my normal teaching situation in the class room. The article I’m talking about is “Creating effective collaborative learning groups in an online environment” (Brindley, Blaschke & Walti, 2009).
The article examines if assessments – in this particular case grading – makes a difference for the level of participation of learners in smaller collaborative groups, in an on-line environment. The preliminary finding is that there was no significant difference in participation if the group assignment was grade or not. That is, grading has no effect on participation in group collaboration in their study. The study also reveals that students in general participated more in smaller study groups then in a larger main conference in the course. It was showed that students that never or seldom participate in discussion in learning situation, almost always actively participated in smaller study groups work, even if the work wasn’t graded. Their conclusion is that some students prefer small group interactions to interaction within a larger class conference.
But the most interesting contribution from the article though, and this is what caught my attention, comes after the conclusion where different strategies for improving the quality of group collaboration to increase the student participation is discussed. These strategies are based on the authors findings from their study and by reviewing the literature of the field. So, in this blog post I will go through the strategies, shortly describe them, reflect upon them and finally describe what I take with me from this discussion.
1. Facilitate learner readiness for group work and provide scaffolding to build skills
Meaning: To support and scaffold learners to prepare them for group works is important. The students must learn the essential skills to be able to perform effective online collaboration.
Reflection: Sounds reasonable in my ears. If you are going to make online learning work, you need to get the students to understand how cooperation is done in this environment and the importance of it for their own learning outcome.
Take away: The importance of showing the students – from the start – what the course is all about, how group work will be conducted and what support they can expect from the teaching team. For an on-line course, I think it’s important for teachers to be available for the students during the course, in case they need support. Availability by e.g. e-mail, group chats, scheduled live chats, seminars, individual tutoring etc.
2. Establish a healthy balance between structure (clarity of task) and learner autonomy (flexibility of task)
Meaning: As instructor, you should provide guidelines for team member performance in conducting the group work and also make sure that the task is achievable, sustainable and time managed within the frame of the course. It’s suggested that learners form their own groups and select topic themselves, which will nurture socializing within the group. When learners have control over the task and work process, their engagement and sense of responsibility increases.
Reflection: This I see in my normal teaching as well. In general, when students are to choose their group and task themselves, the outcome of the group work increases to the better. The challenge in an online setting though, is to make sure the students know each other good enough to be able to find a suitable group to work in.
Take away: Maybe try to do shorter, less time-consuming group tasks in the start of the course so that the students get a chance to get to know each other and socialize, before giving them bigger tasks. Also, create tasks where the students are involved in chosing e.g. topic for the task or object to study.
3. Nurture the establishment of learner relationship and sense of community
Meaning: It’s important that a sense of community is created in the group, where a clear sense of belonging occurs between the learners. The article points out important elements for establishing a successful learning community, elements such as informality, familiarity, honesty, openness, heart, passion, dialogue, rapport, empathy, trust, authenticity, disclosure, humor and diverse opinions. It’s also important that students create relationships with their peers (if used).
Reflection: This is something I really can relate to for this course, where my ONL group have a clear sense of community where the discussions are opened and everybody is participating. One important factor here as I see it is our peers that have been really good at getting us going.
Take away: Use peers for on-line courses, make sure the students meet up regular and often during the course, create tasks that forces them to cooperate.
4. Monitor group activities actively and closely
Meaning: The instructors needs to be available for feedback and private counsel during the course. The instructor also needs to intervene if required to keep the work process and discussion going, help keeping the group on track and support them in general.
Reflection: This is also important in a normal setting and I work a lot with this in the courses I give on campus today. This is probably even more important in an on-line setting.
Take away: Announce scheduled time for students where the instructor are available for direct conversation (e.g. via chat, twitter, Zoom-meeting etc). Also, track each groups work process and monitor that they follow their time plan.
5. Make the group task relevant for the learner
Meaning: It is showed that the more interested students are in their topic, the more motivated they become and perform better. Authentic, real-life cases and relevant content provides motivation for the learners.
Reflection: This is also something I see in my daily teaching. The more practical the student think the task is, the more effort they put into solving the task. In some of my courses, students also work with solving real company cases and this is much appreciated by the students.
Take away: Make the tasks practical and relevant for the students, make sure to communicate the aim of the task to clarify the practicality.
6. Choose tasks that are best performed by a group
Meaning: To create group tasks that are suited for group collaboration is important. If the students understand the point of solving the task as a group, it will increase their sense of purposefulness and their motivation.
Reflection: Makes sense. This is also something I have experienced in my daily teaching where some group exams we have are more suited to solve as a group, then others. My experience is that when the students really need their group to solve the task, they seem to be more engaged and motivated.
Take away: Make sure to design tasks where the group need each other to be able to solve the task. Also, make sure to communicate this to the students so they understand the point.
7. Provide sufficient time
Meaning: The course and tasks should be designed so that the students get sufficient time to solve the task. It’s important to make sure that sufficient time is set aside for discussion and exchange of ideas, which are crucial for deeper learning.
Reflection: Time is always an issue in a course and it is of course important that the students get the time they need to solve the task and to learn.
Take away: Planning for the instructor’s side. Inform the students about the time plan for the course and what we expect from them week per week. Maybe lecture about time management in the beginning of the course.
References
Brindley, J., Blaschke, L. M., & Walti, C, (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10 (3)
