Collaborative

1. Collaborative Learning Skills for Online Students Ninth Sloan-C International Conference on Asynchronous Learning Networks November 15, 2003 Linda J. Smith Master of Distance Education Student University of Maryland University College

2. Topics • What is online collaborative learning? • The instructor perspective • The student experience • Analyzing the needs • A prototype course for developing student skills • Recommendations and suggestions 2

3. Online Collaborative Learning Two Basic Forms: • Conference discussions - students discuss subjects based on posted questions or assigned topics • Study group work - students work on assigned projects in small groups (e.g., 4-7 students) 3

4. Collaboration • Collaborate - "to labor together, especially in an intellectual endeavor.” • Leadership is important, yet there are nofollowers (i.e., none who are "in the service of another," no one "that follows the opinions or teachings of another" or no one "that imitates another"). • Collaboration is collegial: "marked by power or authority vested equally in each of a number of colleagues." • In collaboration, there is a sharing of effort, yet the work is not merely a division of labor. (*Definitions from Webster’s Online Dictionary) 4

5. Comparison -- Work Teams vs. Study Groups WORK TEAMS STUDY GROUPS • SELECTION • TRAINING • LEADERSHIP • MEMBERS • COMMITMENT • SUBJECT • PROBLEMS • DURATION • EVALUATION Selected for skills Usually selected randomly Team training Prior “training” unlikely Selected by position and responsibility Selected randomly or by group election Known, prior work Members often unknown Based on employment Based on student interest and perception of value Know the subject Learning the subject Procedures to deal with performance problems Few procedures to deal with performance problems 1 day to years A few days to a few weeks Re: responsibilities Usually collective (i.e., all get same grade) 5

6. The Instructor / Institutional Perspective • Collaboration improves the learning experience • Collaboration helps the student prepare for work in a professional setting • Group products may reduce the assessment workload 6

7. Student Reaction to Collaboration A mountaintop experience? OR A lack of enthusiasm? 7

8. The Student Experience Positive Negative • Sense of belonging • Supportive environment • Diversity of ideas • In-depth discussions • Healthy debate • Development of ongoing collegial relationships • Sense of alienation or isolation • Hostile environment • Disrespect for differing opinions • Off-topic discussions • Divisive argument • Unfair workload in group work • Individual grade lowered by poor quality of group work “The whole is greater than the sum of the parts.” “Lonely in a crowd.” 8

9. Group Assignment Group Product LEARNING Student A Student D Student B 9 Student E Student C

10. Division of Labor Group Product LEARNING Student A LEARNING LEARNING LEARNING LEARNING Student D Student B Student E 10 Student C

11. Negative Experience Group Product LEARNING Student A LEARNING LEARNING LEARNING? Student D Student B Student E 11 Student C

12. Group Product Collaboration Student D Student C LEARNING Student B Student E Student A 12

13. Analyzing Student Needs • Knowledge • Self-awareness: personal preferences, personality type, learning style, etc. • Other-awareness: sensitivity to others, appreciation for diversity of thought and culture • Characteristics of collaborative learning • Value of collaborative learning • Skills • Conferencing and communication • Group formation • Project planning • Project management • Negotiation/conflict management 13

14. A Prototype Course for Developing Student Skills Introduction to Online Collaborative Learning Pass • Three week course • Delivered to a small group of graduate students at the University of Maryland University College Fall Term 2002 14

15. Course Components Member Email List • Study Planning Aids • Syllabus • Course Calendar • Reading/Activities Checklist Study Guide Online Chat Space Study Group Area Collaborative Documents Online Classroom Group Conference Space Collaboration Cafe Wrap-up Conference Welcome Day Conference Personal Assets Conference HYPERTEXT MYSTERY! Conference Module 1 Characteristics of OCL and Self-assessment Conference Module 2 OCL Organization and Resources Conference Module 3 Collaborative Group Exercise MYSTERY! 15

16. Course Materials Syllabus Course Calendar Reading/Activities Checklist Study Guide Hypertext group exercise MYSTERY! 16

17. Conference: Module 1 Characteristics of OCL and Self-Assessment Objectives of Module: • Establish baseline of students’ current knowledge • Introduce basic principles of online collaborative learning and its value • Help students examine their individual characteristics pertinent to online collaborative learning activities 17

18. Conference: Personal Assets Individual Profiles Purpose: • Personal assessment of learning style, personality type, and strengths for group learning activities • Resource for study group formation activities 18

19. Conference: Module 2 OCL Organization and Resources Objectives of Module: • Introduce guidelines for participation in collaborative learning activities • Examine the process of group formation, project planning and project execution • Explore and evaluate communications methods for group activities • Consider techniques for resolving group differences 19

20. Conference: Module 3 • Group Project Planning • Objective of Module: • Exercise using constructivist learning techniques to develop collaborative learning skills for group projects Exercise: MYSTERY! A HYPERTEXT Web site that students must explore as a detective team to solve the mystery of what went wrong in an online course 20

21. Some Student Comments • An excellent learning opportunity for anyone, teacher or student, interested in collaborative learning • Yours is the first example of this type of approach I have experienced and it was set up so well that it worked like a charm for me. Learning while playing is a blast . . . • My attitude about collaboration was pretty good to start with but is even more positive now that I have seen all the principles of good collaborative practice set out. • I sincerely enjoyed it. . . Thanks for the fun and deep thinking about collaboration. • I am a BIG advocate of collaborative work--but perhaps I have a more clarified understanding of the critical elements for successful collaboration. • The Study Guide is first-rate. 21

22. Additions planned for course • Expansion of Study Guide • Evaluation rubrics • New modules • writing for online conferences • how to evaluate comments, sources • multi-cultural diversity • netiquette • conflict management 22

23. Recommendations and Suggestions • For institutions: • Offer an orientation course to students early in their online program to teach them online collaboration skills • For Instructors: • Share assessment rubrics with students to aid in their understanding of what is expected in participation • Form study groups early in the class and offer a bonding exercise • Allow students some options in choosing their own group members • Consider forming groups based on students’ assets for projects • Monitor group activities and intervene to address serious problems • Base individual grades on group participation and an individual product rather than on a group product (the individual product can be based on a foundation product created by the group) 23

24. Collaboration Group Product Student C Student D Student B LEARNING Student E Student A Linda J. Smith ljsmith7@verizon.net