Group work facilitated by a group charter can create an efficient & effective learning environment

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    Notes on slide 1

    Examples of Group Work: Action Maze:A programmed case study, where learners are given a list of detail to take them to the first decision point. As decisions are made, learners are directed further in the action maze to find out the consequences of their decisions and perhaps, what the next set of alternative actions available. This activity is effective for teaching troubleshooting (Laird, 1985).

    Examples of Group Work:Case study:Learners are presented with a description of a problematic situation and asked to identify or solve the problem.Critical incident technique:A group of learners is given a very brief narrative of a problem or situation to which they must respond.

    Examples of Group Work:Formal debate:Students are divided into teams to present opposing viewpoints. Some may act as respondents or judges. This can be accomplished asynchronously through discussion forums or e-mail lists.

    Examples of Group Work: Group projects:Groups work on projects, such as writing research papers and creating PowerPoint presentations to be posted to the class.

    Examples of Group Work: Muddy Points:Group members must each pose a muddy point to the group. Group members help to clarify the muddy point to each other. Group members select one muddy point to send forward to another group for help with clarifying the point.

    Why a Group Charter?Group charters allow group members to establish rules of operation at the beginning of the group’s existence. Establishing an agreement among group members at the onset of the course may alleviate some of the frustrations that are inherent when communication among individuals working on a joint activity is inadequate.

    When to Introduce a Group Charter?

    Stages of a group’s development, FormingReliance on polite, safe, patterned behavior; members looking to leader for direction; desire for acceptance; approaches to resolving conflict not developed; individual expectations not formed; group purpose and methods not formed; tasks not determined or delegated; methods and procedures not determined; rules of behavior not well developed somembers keep things simple and avoid controversy.

    Stages of a group’s developmentStormingGroup attempts to organize for the task, and conflicts emerge; group attempts to decide who is to be responsible for what, what evaluation and reward criteria will be; power structure is not stable; some members may be silent while others may attempt to dominate; confusion; loss of interest; lack of progress; violation of code of conduct and team rules.

    Stages of a group’s development, NormingA sense of belonging and group cohesion; a sense of personalaccomplishment; individual roles understood; freedom to expressopinion; trust between group members; unified mission; healthy balance of power; effective group process; sincere attempt to reach consensus; little or no violation of team rules; productive; attack problems, not each other, “we” overtakes “me” mentality.

    Stages of a group’s development, PerformingFun and exciting; high commitment to group; feeling of high trust and friendship; involvement with group inspires members’ best performance; creative use of existing resources; highly effective orchestration of activities and abilities; humor, flexibility, versatility, smooth task and process flow within the group; pride in group accomplishments; volunteering participation; commitment to decisions; expressions of appreciation and caring.Don’t forget “adjourning,” separation anxiety.

    Forming StageDuring the forming phase, learners want to gain trust of one another. One way of increasing trust in the group environment is for learners to agree on task assignments, communication strategies, and timelines for collaborative activities (Tu & Corry, 2002).

    Forming StageGould and Padavano (2006) suggested that explaining the importance of group work along with using group charters is fundamental in improving learner satisfaction with online group work. The forming phase of group development may be the ideal time to introduce the group charter as a tool to aid learners in developing trust within the group.

    Components of group charter:Code of conduct;Bandow, 2001; Doran, 2001; Gould & Padavano,2006; A. Morgan, 2002; Page & Donelan, 2003Conflict resolution plan; Page & DonelanDecision making structure; A. MorganGroup goals; A. Morgan; Salas et al., 2005

    Components of a Group CharterGroup name; A. MorganMeeting times (including time zone, and length of meeting);Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan

    Components of a Group CharterMember roles and responsibilities;Bandow; Doran; Gould & Padavano; Page & Donelan; Salas et al.Member skills or knowledge inventory;Bandow; Doran; Gould & Padavano; Page & Donelan

    Components of a Group CharterPenalty for lack of member participation; A. MorganPreferable method of communication;Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan

    Components of a Group CharterStandard for quality of work;Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan; Salas et al.Time frames and deadlines;Bandow; Doran; Gould & Padavano; Page & Donelan

    Two Questions(a) What is the experience of learners in online groups, with and without the use of group charters? (b) What components of the group charter are most critical to the learners’ educational experience?

    The ParticipantsThe participants for this study were observed in an online accounting class that was divided into two sections of an online course room; each section constituted a case study or a “bounded system” (Merriam, 1998, p. 27). The group activity that was employed for this research was the muddiest point. “The muddiest point, though extremely simple, focuses on understanding, a somewhat deeper level of learning than simple recall” (Angelo & Cross, 1993, p. 120).

    Two GroupsCharter and Non-Charter

    Charter Section Felt Prepared

    Charter Section Less Worried

    Charter Section More Efficient – The Section

    Charter Section Learners More Efficient – The Learners

    Charter Section More Effective – The Section

    Charter Section Assessment Scores Increased More

    Learners Identified Important Components(a) determining the members’ roles and responsibilities,(b) establishing the standard for the quality of work,(c) agreeing on a code of conduct,(d) establishing a conflict resolution plan, (e) agreeing on time frames and deadlines.

    Thank you! Questions?

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    Group work facilitated by a group charter can create an efficient & effective learning environment - Presentation Transcript

    1. Sloan-C International
      Group work facilitated by a group charter can create an efficient & effective learning experienceAnn Esarco, Ph.D.McHenry County CollegeCrystal Lake, ILSloan-C International Conference on Online LearningOrlando, FL October 29, 2009© Copyright 2009, Ann Esarco, McHenry County College
    2. Piaget
      Vygotsky
      Why Group Work?
    3. Constructivism
    4. Assimilation and Accommodation
    5. Scaffolding
    6. Action maze:
      Examples of Group Work
    7. Case study: Learners are presented with a description of a problematic situation and asked to identify or solve the problem.
      Critical incident technique: A group of learners is given a very brief narrative of a problem or situation to which they must respond.
      Examples of Group Work
    8. Formal debate:
      Examples of Group Work
    9. Group projects:
      Examples of Group Work
    10. Muddy Points:
      Examples of Group Work
    11. The “Guiding” Principle
    12. What is a Group Charter?
    13. Group charters allow group members to establish rules of operation at the beginning of the group’s existence.
      Establishing an agreement among group members at the onset of the course may alleviate some of the frustrations that are inherent when communication among individuals working on a joint activity is inadequate.
      Why a Group Charter?
    14. When to Introduce a Group Charter?
    15. Stages of a group’s development, Tuckman (1965)
      • Forming:methods and procedures not determined
      • Storming:violation of code of conduct and team rules
      Stages of a group’s development, Tuckman (1965)
      • Norming:trust between group members; unified mission; healthy balance of power;
      Stages of a group’s development, Tuckman (1965)
      • Performing: smooth task and process
      flow within the group; pride in group accomplishments
      Stages of a group’s development, Tuckman (1965)
    19. During the forming phase, learners want to gain trust of one another. One way of increasing trust in the group environment is for learners to agree on task assignments, communication strategies, and timelines for collaborative activities (Tu & Corry, 2002).
      Forming Stage
    20. Gould and Padavano (2006) suggested that explaining the importance of group work along with using group charters is fundamental in improving learner satisfaction with online group work. The forming phase of group development may be the ideal time to introduce the group charter as a tool to aid learners in developing trust within the group.
      Forming Stage
    21. Code of conduct;Bandow, 2001; Doran, 2001; Gould & Padavano,2006; A. Morgan, 2002; Page & Donelan, 2003
      Conflict resolution plan; Page & Donelan
      Decision making structure; A. Morgan
      Group goals; A. Morgan; Salas et al., 2005
      Components of a Group Charter
    22. Components of a Group Charter
      Group name; A. Morgan
      Meeting times (including time zone, and length of meeting);Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan
    23. Member roles and responsibilities;Bandow; Doran; Gould & Padavano; Page & Donelan; Salas et al.
      Member skills or knowledge inventory;Bandow; Doran; Gould & Padavano; Page & Donelan
      Components of a Group Charter
    24. Penalty for lack of member participation; A. Morgan
      Preferable method of communication;Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan
      Components of a Group Charter
    25. Standard for quality of work;Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan; Salas et al.
      Time frames and deadlines;Bandow; Doran; Gould & Padavano; Page & Donelan
      Components of a Group Charter
    26. (a) What is the experience of learners in online groups, with and without the use of group charters?
      (b) What components of the group charter are most critical to the learners’ educational experience?
      Two Questions
    27. The participants for this study were observed in an online accounting class that was divided into two sections of an online course room; each section constituted a case study or a “bounded system” (Merriam, 1998, p. 27). The group activity that was employed for this research was the muddiest point. “The muddiest point, though extremely simple, focuses on understanding, a somewhat deeper level of learning than simple recall” (Angelo & Cross, 1993, p. 120).
      The Participants
    28. Charter Section
      Non Charter Section
      Two Groups
    29. Charter Section Felt Prepared
      8
      Charter
      7
      Non-Charter
      6
      5
      4
      Learners
      3
      2
      1
      0
      Not Prepared
      Prepared
    30. Charter Section Less Worried
      6
      Charter
      5
      Non-Charter
      4
      Learners
      3
      2
      1
      0
      No Concerns
      Concerns
    31. Charter Section More Efficient
      Charter
      Non-Charter
      800
      700
      600
      500
      400
      Number of Postings
      300
      200
      100
      0
      Total Term Postings
    32. Charter Section Learners More Efficient
      Charter
      100
      Non-Charter
      90
      80
      70
      60
      50
      40
      Number of Forum Postings
      30
      20
      10
      0
      Average Postings
      Average Postings With
      Without Two Major
      Two Major Posters
      Posters
    33. Charter Section More Effective
      Charter Average
      Non-Charter Average
      100.00%
      90.00%
      80.00%
      70.00%
      60.00%
      50.00%
      Average Grades
      40.00%
      30.00%
      20.00%
      10.00%
      0.00%
      Overall Grade
      Tests
      Group Work
    34. Charter Section Assessments Scores Increased More
      Charter Average
      Non-Charter Average
      30.00%
      25.00%
      20.00%
      15.00%
      Increase in Assessment Scores
      10.00%
      5.00%
      0.00%
    35. Learners Identified Important Components
      (a) determining the members’ roles and responsibilities,
      (b) establishing the standard for the quality of work,
      (c) agreeing on a code of conduct,
      (d) establishing a conflict resolution plan,
      (e) agreeing on time frames and deadlines.
    36. Thank you! Questions?
      Contact:
      Ann Esarco, PhD
      McHenry County College
      8900 U.S. Highway 14
      Crystal Lake, IL 60012
      aesarco@mchenry.edu
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