Online Collaborative Issues
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Online Collaborative Issues






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Online Collaborative Issues Online Collaborative Issues Presentation Transcript

  • Online Collaborative Issues By: Charlotte Cochran
    • The only person who is educated is the one who has learned how to learn...and change.
    • Carl Rogers
  • Benefits of Collaboration (Goessl, 2011)
    • learners actively participate
    • teachers become learners at times, and learners sometimes teach
    • respect is given to every member
    • projects and questions interest and challenge students
  • Benefits of Collaboration (Goessl, 2011)
    • diversity is celebrated, and all contributions are valued
    • students learn skills for resolving conflicts when they arise
    • members draw upon their past experience and knowledge
    • goals are clearly identified and used as a guide
    • research tools such as Internet access are made available
    • students are invested in their own learning.
    Benefits of Collaboration (Goessl, 2011)
  • Obstacles to Participating Collaboratively in an Online Class
    • Bender (2003) suggests the following as barriers to participating in an online class:
        • “ students are confused by the tangled threads of the threaded discussions format” (p. 68)
        • “ student postings are excessively long and therefore create a disincentive for discussion” p. 68)
  • Bender (2003) continued
        • When there are many students in the class, the same information may be repeated numerous times and students may not have anything original left to say
        • The student may not be highly motivated to participate
        • The class or the questions are not motivating enough to elicit a response
  • Bender (2003) continued
        • Students who do not own a computer may be at a disadvantage since they may need to wait for an available computer
  • Obstacles to Participating Collaboratively in an Online Class
    • Technology issues (Goodell & Yusko, 2005)
    • Fear of criticism (Ardichvili, Page, & Wentling, 2003)
    • Inability to manage time effectively (Palloff & Pratt, 2005)
  • How to Motivate Students to Participate Collaboratively
    • Encourage online debates (Hodgkinson-Williams & Mostert, 2005)
    • Anticipate problems and address them (Bender, 2003)
    • Ask questions which promote constructive thinking (Bender, 2003)
  • How to Motivate Students to Participate Collaboratively
    • Use social networking cites such as Facebook, Twitter, or MySpace to share information (Gordon, 2008)
    • Play devil’s advocate to help students consider a different perspective (Bender, 2003)
    • Be encouraging to all students (Bender, 2003)
    • Ask students to finish a sentence. Completing a sentence can stimulate discussion (Bender, 2003)
    How to Motivate Students to Participate Collaboratively
  • How to Motivate Students to Participate Collaboratively
    • Respond promptly to questions, posts or concerns (Chamberlain & Vrasidas, 2001)
    • Ensure that rapport with the students and a positive community has been established (Palloff & Pratt, 2003)
    • Make suggestions to students on how to effectively manage their time (Varvel, 2001)
  • How to Motivate Students to Participate Collaboratively
    • Use activities which involves students (Varvel, 2001)
    • Provide personal feedback to let the student know their work is acknowledged and appreciated (Varvel, 2001)
  • How to Motivate Students to Participate Collaboratively
    • Try to contact students every week especially in the beginning of the course to encourage participation (University of Idaho, 1995)
    • Provide clear expectations (Hughes, 2004)
    • Engage students in their own learning (Conrad & Donaldson, 2004)
  • References
    • Ardichvili, A., Page, V., & Wentling, T. (2003). Motivation and barriers to participation in virtual knowledge-sharing communities of practice. Journal of Knowledge Management , 7 (1), 64-77. doi: 10.1108/13673270310463626
    • Bender, T. (2003). Discussion-based online teaching to enhance student learning . Sterling, VA: Stylus Publishing.
  • References
    • Chamberlain, R., & Vrasidas, C. (2001). Creating engaging online construction . Paper presented at the 17th Annual Conference on Distance Teaching and Learning, Western Illinois University.
    • Conrad, R., & Donaldson, J. (2004). Engaging the online learner . San Francisco, CA: Jossey-Bass.
  • References
    • Goessl, L. (2011). Pros and cons of using Microsoft PowerPoint presentations . Retrieved February 12, 2011, from
  • References
    • Goodell, J., & Yusko, B. (2005). Overcoming barriers to student participation in online discussions. Contemporary Issues in Technology and Teacher Education , 5(1), 77-92. Retrieved from
    • Gordon, R. (2008). The five biggest barriers to online participation . Retrieved February 7, 2011, from
  • References
    • Hodgkinson-Williams, C., & Mostert, M. (2005). Online debating to encourage student participation in online learning environments: A qualitative case study at a South African university. International Journal of Education and Development using Information and Communication Technology , 1 (2), 94-104. Retrieved from
    • Hughes, J.   (2004)   Supporting the online learner  
  • References
    • Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community . San Francisco, CA: Jossey-Bass.
    • Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners . San Francisco, CA: Jossey-Bass.
    • University of Idaho. (1995). Strategies for teaching at a distance.  
  • References
    • Varvel, V.   (2001, March/April)   Facilitating every student in an online course