Much is made of the value of collaboration in online learning. Harasim (2005) categorizes collaborative learning as "the most powerful principle of online course design and delivery" [cited in Palloff & Pratt, 2007, p. 157); Draves (2002) calls it the "heart and soul of an online course." And Certo, Cauley, and Chafin (2006); Watson and Battistich (2006); Oosterhof, Conrad, and Ely (2008); and Frost (2013) are among the many who place collaboration squarely at the heart of online learning communities.But some people prefer to fly solo. Some learners find collaboration difficult (even stressful) and don't believe a group project allows for a valid assessment of individual effort.
Here's my question: If the learning objectives are not dependent on a collaborative effort, should learners be allowed to opt-out of group projects? What (if any) is the potential harm to the learner and the learning community? What (if any) are the potential benefits?
In your response include at least one potential disadvantage and one potential benefit for the learner and one of each for the learning community. Be sure to cite resources in your response.
You may download the rubric for this discussion here.
Sally
References
Certo, J., Cauley, K. M., & Chafin, C. (2002, April). Students' perspectives on their high school experience. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Draves, W. (2002). Teaching online (2 nd ed.). River Falls, WI: LERN Books.
Frost, S. (2013). The advantages of working in groups in the workplace. Retrieved from: http://smallbusiness.chron.com/advantages-working-groups-workplace-10711.html
Oosterhof, A., Conrad, R.-M., & Ely, D. P. (2008). Assessing learners online. Upper Saddle River, NJ: Pearson.
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass. (Palloff, R., & Pratt, K., Promoting Collaborative Learning, Building Online Communities). Copyright 2007 John Wiley & Sons Inc. Used with permission from John Wiley & Sons Inc. via the Copyright Clearance Center.
Watson, M., & Battistich, V. (2006). Building and sustaining caring communities. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 253-279). Mahwah, NJ: Erlbaum.
Showing posts with label learners. Show all posts
Showing posts with label learners. Show all posts
Wednesday, October 16, 2013
Friday, July 19, 2013
Setting up an Online Learning Experience
Starting well is essential for a successful online learning experience, and it doesn’t happen automatically. A skilled facilitator spends the time necessary to achieve social, cognitive, and teaching presence from the outset (Boettcher & Conrad, 2010) and continues to actively support learners throughout the course according to their individual needs and learning styles.
Having a comprehensive understanding of available technology enables the facilitator to select the best technology for a particular application and to effectively coach learners who have not mastered the technology. Without technological clarity, a facilitator may overload herself and the learners with unnecessary tasks or technology that interferes with learning (Boettcher & Conrad, 2010).
It is essential to clearly communicate expectations to learners. Most adult learners are goal-oriented, and mastery of skills boosts their confidence and improves their self-esteem (Malamed, 2013). Learners need to understand expectations so they can take steps to meet them and feel satisfied with their online learning experience (Boettcher & Conrad, 2010).
When setting up an online learning experience, facilitators should provide an opportunity for learners to share biographical information. This fosters openness and community, and also provides a frame of reference for the facilitator when interacting with learners in discussion forums. When a facilitator uses student names and references relevant biographical information, this personalizes the learning experience and promotes learner engagement (Laureate Education, Inc., n.d.).
Conversely, facilitators need to be aware that some learners are reluctant to share personal information for fear of being stereotyped (e.g., by race, gender, ethnicity, geography, relationship status, etc. (Laureate Education, Inc., n.d.). Personal information should be invited, not required. As well, when designing ice breakers and discussion prompts, facilitators should allow learners to choose from activities with varying degrees of openness.
Great beginnings lead to great middles and great endings!
Sally
References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Laureate Education, Inc. (Producer) (n.d.) Launching the Online Learning Experience [DVD] Baltimore: MD.
Malamed, C. (2013). http://theelearningcoach.com/learning/characteristics-of-adult-learners
Having a comprehensive understanding of available technology enables the facilitator to select the best technology for a particular application and to effectively coach learners who have not mastered the technology. Without technological clarity, a facilitator may overload herself and the learners with unnecessary tasks or technology that interferes with learning (Boettcher & Conrad, 2010).
It is essential to clearly communicate expectations to learners. Most adult learners are goal-oriented, and mastery of skills boosts their confidence and improves their self-esteem (Malamed, 2013). Learners need to understand expectations so they can take steps to meet them and feel satisfied with their online learning experience (Boettcher & Conrad, 2010).
When setting up an online learning experience, facilitators should provide an opportunity for learners to share biographical information. This fosters openness and community, and also provides a frame of reference for the facilitator when interacting with learners in discussion forums. When a facilitator uses student names and references relevant biographical information, this personalizes the learning experience and promotes learner engagement (Laureate Education, Inc., n.d.).
Conversely, facilitators need to be aware that some learners are reluctant to share personal information for fear of being stereotyped (e.g., by race, gender, ethnicity, geography, relationship status, etc. (Laureate Education, Inc., n.d.). Personal information should be invited, not required. As well, when designing ice breakers and discussion prompts, facilitators should allow learners to choose from activities with varying degrees of openness.
Great beginnings lead to great middles and great endings!
Sally
References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Laureate Education, Inc. (Producer) (n.d.) Launching the Online Learning Experience [DVD] Baltimore: MD.
Malamed, C. (2013). http://theelearningcoach.com/learning/characteristics-of-adult-learners
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