RSA 4: Promoting Collaborative Learning
Elizabeth Meza
RSA 3: Promoting Collaborative Learning
EDT 6030 Using Technology to Build Learning Communities
After reading this week’s text, I had the impression that although collaboration is expected in an online community it is not necessarily easy for students. Many factors can affect collaboration in an online community including resistance among team members because of previous experiences. Until the students learn how to collaborate and understand the concept, “when I succeed, we succeed”, only then will these students be able to collaborate among each other for personal growth and learning (Pallof & Pratt, 2007).
Success in an online community begins by having those students develop collaborative skills. They should have a chance to develop shared goals for their learning process. One way the authors believe share learning goals can be formed is by having the instructor make sure to explain expectation before starting collaboration. When everyone understands how collaboration contributes to the learning objectives there is less chances of having resistance among the team members. Group members negotiate guidelines that everyone can accept. It is also suggested that team members post introductions about themselves and their learning expectations. As these are posted, comments are encouraged by each one of team members so that everyone feels recognized (Pallof & Pratt, 2007).
Students should be given the opportunity to use prior life experiences to facilitate their learning and thus deepening their understanding of what they learn. Students can be asked to respond to questions based on their experiences or reflect on their current learning as they see it in their course (Pallof & Pratt, 2007).
Finally, when students are given the opportunity to collaborate with others among their class instead of the instructor, they achieve a higher level of learning. Instructors are still required to facilitate discussions and redirect discussion if they go astray but overall the students are taking charge of their learning (Pallof & Pratt, 2007).
In the article, “Building and supporting student team collaboration in the virtual classroom,” Hasler-Waters and Napier explain that although there has been an increase in online courses there are a lack of resources to train students to be effective team members and support instructors to help students who are working in collaboratively group projects. This article offers ways in which to help instructors support their students to work in teams effectively in an on-line setting (2002).
Waters and Napier indicated that online learners have a natural resistance to team projects for which outcomes rely on the input of others (as cited in Ko & Rossen, 2001; DeNigris & Witchel, 2000). The article addresses how two individuals tried to change this type of situation by offering resources that will help support the learners to work collaboratively. They concentrated on an instructional module called “Virtual Teambuilding” that was tested on 24 graduate students at one university. Before incorporating the module, the instructor created an introductory unit and five other units. The introduction, first, and fourth unit were worked on collaboratively. The students were encouraged to work online or call each other if necessary to complete these projects. The objective of the module was to improve collaborative skills of the students while providing the instructors with training materials to support their students. By giving a grade to the collaborative projects, it provided an incentive to complete the projects. The students then had the opportunity to view a PowerPoint on successful virtual teams individually and then meet together as a team to participate on the online activities designed to help them practice using the concepts and strategies contained in the presentation (2002). After several data gathering collection most students expressed their satisfaction with the teambuilding activities and reported they gained online collaboration skills. Much of their success was also due to the instructor’s support they received.
Finally, it states that effective collaboration can be compared to an onion with its many layers. These layers are interrelated and dependent upon each other. These layers can be said to be the “elements found in successful online teams”. To be successful, the members must go through each layer to productively complete the projects. The sequence of how the elements are initiated is not important. These elements include receiving support and guidance from the facilitator, getting acquainted with teammates to develop a personal bond, establishing clear communication and encouraging open as well as respectful discussion. Other elements include building trust by working toward the same goal and getting organized. Getting organized helps teams to work on projects simultaneously without the unnecessary loss of time. Establishing norms and protocol help all team members increase team efficiency. It also helps resolve conflict and take in account everyone’s schedules when having to meet with each other (2002).
These two readings establish the importance of teaching students how to collaborate online with other team members. The authors Palloff and Pratt (2002) state, “The skills of interdependence must be developed and taught through process of active learning”. This means that although expected to collaborate it does not essentially mean that it will be successful. It can be successful when the process is taught and developed. As well believed, the article by Hasler-Waters and Napier (2002) express the same notion, “Students do not become collaborators merely by being grouped into teams. Effective collaboration involves a set of skills that need to be learned and cultivated”. Each establishes the need for shared goals and the power of introductions among team members. It also considers the opportunity to discuss with other team members and reflect on what they learned. Although each reading presented the ideas differently, the main ideas are very similar to each other. I personally think the onion analogy will be the best way to visualize what collaboration means in an online community of learners.
References
DeNigris, J., & Witchel,A.(2000). How to teach and train online. Needham Heights. MA: Pearson Custom Publishing.
Hasler-Waters, L., & Napier, W. (2002). Building and supporting student team collaboration in the virtual classroom. Quarterly Review of Distance Education, 3(3), 345.
Ko. S., & Rossen, S (2001) Teaching online: A Practical guide. Boston, MA: Houghton Mifflin.
Palloff, R. & Pratt, K. (2007) Building online learning communities. San Francisco, CA: Jossey-Bass
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