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Collaboration & Technology: Scaffolding for Online Student Success Presented by Dr. Julia Parra
Hello This is me - Julia aka Julia Wiggins (Second Life) aka @desertjul and more… LOL, I have so many identities, I'm not sure I remember them all. Could this be a problem? InterWeb Identity Crisis? #ET4OParra
“ A process that involves inquiry confronts the unknown and relies on personal or collective resources to resolve questions. The online environment in which inquiry can flourish is gradually built by collaborative and collective contributions. Such collaboration efforts are likely to result in better outcomes, designs, practices, or products ” (p. 30).
Collison, G., Elbaum, B., Haavind, S. & Tinker, R. (2000). Facilitating Online Learning. Madison: Atwood Publishing.
“ By learning together in a learning community, students have the opportunity to extend and deepen their learning experience , test out new ideas by sharing them with a supportive group, and receive critical and constructive feedback . The likelihood of successful achievement of learning objectives and achieving course competencies increases through collaborative engagement.”
Palloff, R., & Pratt, K. (2005). Learning together in community: collaboration online. Proceedings 20th Annual Conference on Distance and Teaching and Learning. University of Wisconsin, Madison, Wisconsin, August, 2005. Retrieved April 20, 2011 from http://www.uwex.edu/disted/conference/Resource_library/proceedings/04_1127.pdf
“ Some of the literature related to online learning indicates that groupwork in online classes is beneficial (Conrad & Donaldson, 2004; Palloff & Pratt, 2005). However, others have indicated that online groupwork may be perceived as more challenging than groupwork in face-to-face settings (Kim, Liu, & Bonk, 2005; Koh & Hill, 2006).”
Barbour, M. (n.d.). Strategies for students and instructors how to improve online groupwork. Retrieved April 20, 2011 from http://www.michaelbarbour.com/research/pubs/el08-koh.pdf
“ Collaborative distance learning involves the use of online synchronous and asynchronous tools by classrooms, groups, and individuals for the purpose of creating, communicating, and organizing projects and information. Students can now work online with other students on a classroom, local, national, and/or international level. This can be accomplished through the use of such tools as wikis, blogs, micro-blogs, social media websites, shared and editable documents, video-conferencing rooms, and online classroom discussion boards . Technology has afforded students the opportunity to collaborate not only in real time (synchronously), but on their own time (asynchronously) as well.”
Written by one of my awesome students, Sam Stichter!
This qualitative inquiry is a case study and is designed to answer the overarching question - how does a process of phasing in groupwork and scaffolding both student use of technology and development of student skills for collaborative group work impact student satisfaction, learning effectiveness and student success. The population for this survey was a graduate-level college class.