Building a Collaborative community within the online environment
Studies have shown that collaboration is
the
key to learning in
the
online environment. By learning in an engaged community students have the opportunity to deepen their knowledge, embrace new ideas and
receive constructive feedback. Students cannot be passive knowledge-absorbers who rely on the
instructor to feed them information. In the online environment, it is imperative that they be active
knowledge-generators who assume responsibility for constructing and managing their won learning experiences (Conrad & Donaldson, 2011).
The goal of a collaborative community in an
online course is twofold: building knowledge & competencies within learners and building a network of mutual respect and sharing of ideas
and perspectives (Boettcher &
Conrad, 2010).
Begin your discussion by reflecting on
your
own collaborative learning experiences in an
asynchronous online environment. Consider the following questions:
- How can instructional designers and instructors design collaborative activities into the asynchronous online learning environment?
- What are some core principles that are essential to building collaboration in the online environment?
- What are some of the benefits for learners when using collaborative activities in the asynchronous environment?
By Wednesday:
Create a discussion post that reflects on your own learning experiences within the online environment
that incorporated online collaborative activities. What could have made the learning experience better?
Provide at least 4 examples for instructors and students in
regards to using and
designing collaborative activities within the online environment.
By Sunday:
Reply to at least three of your classmate’s initial post and provide insight, constructive feedback, and
ideas that expand and deepen the initial discussion post.
Discussion rubric:
References:
Boettcher, J., & Conrad , R. (2010). The online teaching survival guide. San Francisco, CA: Jossey-Bass A Wiley Imprint.
Conrad, R., & Donaldson, J. (2011). Engaing the online learner. San Francisco, CA: Jossey-Bass A Wiley Imprint.
Instructors can use various techniques to assess participant learning by creating guidelines for each assignment, starting from the first week and lasting throughout the rest of the course (Palloff & Pratt, 2007). Through the syllabus, course rubrics, and weekly course announcements, students have to be informed of the expectations, goals and objectives, as well as the type of collaborative projects that are required. The learning tools that can be used include discussion boards, icebreaker activities (i.e. games and simulations), videoconferencing, and virtual classroom applications such as Elluminate. The latter is offered by Blackboard and can be used to proctor the assessments (University of Arkansas, 2011; DeSales University, 2011). From my experience using Elluminate during my undergraduate degree, instructors are able to communicate with students via chat, microphone and by video (i.e. Skype). Students can interact with each other instantly, and there an option to click on a raised hand icon when you want to ask the instructor a question.
ReplyDeleteInstructors have to make themselves available as often as possible for learners if they have conflicting schedules, or if they are having difficulty understanding or advancing in the assignment, as well as the course. In addition to syllabi and course announcements, they should devise discussion forums specifically intended to answer any questions and issues that learners have. In my opinion, this is an effective approach implemented at Walden for its online courses.
Collaborative activities can help students develop skills specific to collaborative efforts and can reinforce skills that are relevant to group, individual, and professional work (Eberly Center, n.d.). Learners are also able to establish a shared identity with other group members (especially in discussion boards), while developing their own voice and perspectives. Group assignments also help students to plan and manage time, and refine understanding through communication, discussion and explanation.
References:
DeSales University (2011). TIP Series on Instructional Effectiveness. Retrieved July 17,
2013 from http://blogs.desales.edu/deit/files/2011/08/ElluminateTIPSeriesv4.pdf
Eberly Center (n.d.). Design and Teach a Course. Retrieved August 13, 2013 from http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/benefits.html
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. Retrieved August 13, 2013 from https://class.waldenu.edu/bbcswebdav/institution/USW1/201360_04/MS_INDT/EIDT_6511/Week%207/Resources/Resources/embedded/Paloff_Ch8.pdf
University of Arkansas (2011). Elluminate Live!. Retrieved July 17, 2013 from
http://elluminate.uark.edu/
One of the most important aspects in learning is being prepared. The course syllabus is an effective way to plan your learning and be prepared. Students will find what is expected of them and the resources available to them in the syllabus. This way they can effectively work towards attaining their goals and the course goals. Instructors can use various techniques to assess participant learning by creating guidelines for each assignment, starting from the first week and lasting throughout the rest of the course (Palloff & Pratt, 2007). Each CMS, LMS, and course offers different tools to aid in the completion and execution of the course goals. For example, Walden’s online course all contain discussion boards that students can use to collaborate as well as resources presented to the students by the instructor (games and simulations).
ReplyDeleteThe effectiveness of online learning has improved greatly with the development and advancement of new technology to increase student and instructor collaboration. At the college I work for students can participate in live chat sessions or use other tools such as Skype or Wimba. Both are great tools that offer audio and visual interaction for both users. Traditional tools such as email, course announcements, “hangout” areas are also utilized. Our college also has offers small online classrooms capped at 20-25 students per instructor and a 48 hour reply standard operating procedure. This is to ensure the instructors and learners and having timely feedback from one another.
References:
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. Retrieved August 13, 2013 from https://class.waldenu.edu/bbcswebdav/institution/USW1/201360_04/MS_INDT/EIDT_6511/Week%207/Resources/Resources/embedded/Paloff_Ch8.pdf