Can I Really Do That Online: Students Interaction with Groups


Published on

BbWorld 2010 pre-conference workshop

Published in: Education, Technology
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • In online learning, there are essentially three types of interaction, as illustrated here. All three are critical to student success. What are your thoughts on this model? Many online courses may be heavy on one or two, but not so often all three. What would you say is the interaction that is most often missing? Research has shown that the interaction between the instructor and the student is critical to retaining students in the online course (what is your retention rate for DL?). But one of the most important factors in student success is the interaction among students. This cannot be haphazard - “build the topic and they will discuss” - does that really happen? Interaction should be carefully designed and well-structured. An additional advantage! -- collaboration can reduce YOUR workload for grading!
  • Students gain confidence in realizing other team members are able to solve problems, which helps them realize they can also solve problems. Students are able to better accept criticism since they themselves are allowed to criticize. On social level, students’ level of tolerance and acceptance of other people’s viewpoints is increased.
  • Member contributions are unequal. It takes too much time from content. Students don’t think it’s relevant. Students don’t want too much of it.
  • Take a “getting to know you” survey during the first week of class. In this survey, obtain the student’s external email address and phone number that he/she can be reached. Assign the roles from the beginning. You can also exchange
  • The most important fact to consider when you are preparing group work activities, is to avoid replicating the lecture format. The online classroom is completely different from the lecture format. Because verbal and nonverbal communication are non-existent, you will want to remember to guide and facilitate all aspects of the group work in each stage. I often meet with instructors who are ready to create an online course and they approach the design process as if they simply need to upload documents and adjust the instructions. I recommend that you think about the tool capabilities and how you can adjust assignments to work well with the tools. Talk about MKTG example. . .
  • Can I Really Do That Online: Students Interaction with Groups

    1. 1. Can I Really Do That Online? Effective Student Interaction with Groups Rhonda Blackburn and Christine Salmon The University of Texas at Dallas
    2. 2. About Us <ul><li>Rhonda D. Blackburn, PhD Associate Provost, Educational Enhancement The University of Texas at Dallas </li></ul><ul><li>Christine Salmon, PhD Coordinator, Educational Enhancement The University of Texas at Dallas . </li></ul>
    3. 3. Workshop Description <ul><li>Learn how to design and implement effective and successful student interaction using online groups. </li></ul><ul><li>Participants will learn and discuss various methods for incorporating group work, including designing and grading effective group activities. </li></ul><ul><li>The session will cover specific tools in Vista, Angel and Blackboard Learn, Release 9.1 that can be used for groups. </li></ul><ul><li>Participants will design a group project/activity and determine the best tools to use for communication and collaboration. </li></ul>
    4. 4. Workshop Objectives <ul><li>At the conclusion of this workshop, you will be able to </li></ul><ul><li>articulate why groups are important in online learning </li></ul><ul><li>determine appropriate group activities </li></ul><ul><li>design evaluation for online groups </li></ul><ul><li>facilitate and manage online group interaction </li></ul>
    5. 5. Brainstorm <ul><li>On your own, write down two advantages and two disadvantages of group activities. </li></ul><ul><li>Share with your neighbor. </li></ul>
    6. 6. Why is Collaboration Important? Student Instructor Content Student Technology
    7. 7. Why Group Learning? <ul><li>Group work focuses on what students do, not what instructors do. </li></ul><ul><li>Collaborative work can increase student learning. </li></ul><ul><li>Collaboration can develop skills valued by employers. </li></ul><ul><li>Group work can reduce your grading! </li></ul>
    8. 8. Advantages of Group Learning <ul><li>Students are able to: </li></ul><ul><li>Gain confidence </li></ul><ul><li>Accept criticism </li></ul><ul><li>Expand social communicative practices </li></ul>
    9. 9. Common Concerns <ul><li>Student concerns </li></ul><ul><li>“ Why should I work in a group? I paid tuition to learn from the prof.” </li></ul><ul><li>“ Our group can’t get along.” </li></ul><ul><li>“ But she didn’t do anything.” </li></ul><ul><li>Faculty concerns </li></ul><ul><li>It takes too much time from content. </li></ul><ul><li>Students don’t think it’s relevant. </li></ul><ul><li>Member contributions are unequal. </li></ul>
    10. 10. Challenges in Collaborative Learning <ul><li>Verbal and non-verbal communication are non-existent </li></ul><ul><li>Students can hide easily and not participate in the online format </li></ul>
    11. 11. What Discourages Collaboration <ul><li>Low individual accountability </li></ul><ul><li>Tasks readily divided up </li></ul><ul><li>Little / no feedback / comparison </li></ul><ul><li>Rewards for individual work </li></ul>Michaelson, L., Fink, L. D. & Knight, A. Designing Effective Group Activities: Lessons for Classroom Activities and Faculty Development
    12. 12. What Promotes Collaboration <ul><li>High individual accountability </li></ul><ul><li>Tasks requiring interaction </li></ul><ul><ul><li>Apply a rule </li></ul></ul><ul><ul><li>Solve a problem </li></ul></ul><ul><li>Feedback / comparison </li></ul><ul><ul><li>Compare performance </li></ul></ul><ul><ul><li>Give immediate feedback </li></ul></ul><ul><li>Rewards for group work </li></ul>
    13. 13. Types of Groups <ul><li>Informal learning groups </li></ul><ul><li>Formal learning groups </li></ul><ul><li>Study teams / Team-based Learning </li></ul>Ad hoc, temporary Established to complete a specific task Long-term groups
    14. 14. Informal Groups <ul><li>Think-Pair-Share </li></ul><ul><li>Roundrobin </li></ul><ul><li>Buzz </li></ul><ul><li>Bookends </li></ul><ul><li>Three Before Me </li></ul><ul><li>(See handout) </li></ul>
    15. 15. Formal Groups <ul><li>Jigsaw </li></ul><ul><li>Discussion groups </li></ul><ul><li>Group projects / presentations </li></ul>
    16. 16. Long-term Groups <ul><li>Cooperative learning </li></ul><ul><li>Team-based learning </li></ul>
    17. 17. Cooperative Learning <ul><li>Students responsible for helping each other </li></ul><ul><li>Work for mutual benefit </li></ul><ul><li>Work through until all members understand and complete the problem or task </li></ul>Small Teams
    18. 18. Cooperative Learning <ul><li>Your success benefits me and my success benefits you. </li></ul><ul><li>We all sink or swim together here. </li></ul><ul><li>We can not do it without you. </li></ul><ul><li>We all congratulate you on your accomplishment! </li></ul>Small Teams
    19. 19. Cooperative Learning <ul><li>Positive Interdependence </li></ul><ul><li>Considerable Interaction </li></ul><ul><li>Clear Accountability </li></ul><ul><li>Active Use of Interpersonal/Group Skills </li></ul><ul><li>Frequent Group Processing </li></ul>5 Elements
    20. 20. Team-Based Learning (TBL) <ul><li>Before class </li></ul><ul><li>In class: 45 – 75 minutes </li></ul><ul><li>(20 - 30% of class time) </li></ul><ul><li>In class: 1 – 4 hours </li></ul><ul><li>(70 – 80% of class time) </li></ul>Creating Effective Application Exercises (Jim Sibley)
    21. 21. Readiness Assurance Process (RAP) Readiness Assurance Process (Team Based Learning) <ul><li>same as individual test </li></ul><ul><li>uses IF-AT cards </li></ul><ul><li>team scores posted </li></ul><ul><li>team appeals only </li></ul><ul><li>considered out of class </li></ul><ul><li>20-30 MC questions on readings </li></ul><ul><li>graded during team test </li></ul>Readiness Assurance – Diagnosis and Feedback Team Test Instructor Input Written Appeals (from teams) Individual Test <ul><li>clarification </li></ul><ul><li>mini-lecture </li></ul>
    22. 22. Organizing Groups <ul><li>Type </li></ul><ul><li>Size </li></ul><ul><li>Selection </li></ul><ul><li>Duration </li></ul><ul><li>Informal </li></ul><ul><li>2-5 </li></ul><ul><li>Self-selection or assigned </li></ul><ul><li>Brief </li></ul><ul><li>Formal </li></ul><ul><li>5-7 </li></ul><ul><li>Assigned </li></ul><ul><li>Project or Semester </li></ul>
    23. 23. Roles in Groups <ul><li>Leader </li></ul><ul><li>Encourager </li></ul><ul><li>Prober </li></ul><ul><li>Recorder </li></ul>Keeps group on task / on time Ensures each member participates Asks for elaboration or support for assumptions/approaches Writes down group’s solution/answer All groups members are expected to participate fully
    24. 24. Activity <ul><li>With a partner, brainstorm 5 kinds of group activities you either have done (as instructor or student) or think can be done face to face or online. </li></ul><ul><li>Share with others. </li></ul>
    25. 25. Types of Group Projects <ul><li>Discussion </li></ul><ul><li>Case Studies </li></ul><ul><li>Virtual Labs </li></ul><ul><li>Research </li></ul>
    26. 26. Discussion Groups – Best Practices <ul><li>How to post to discussion topics </li></ul><ul><li>Types of discussion postings </li></ul><ul><li>Good and bad examples </li></ul><ul><li>Grading Rubric </li></ul><ul><li>Group Leader Responsibilities </li></ul><ul><li>Discussion Group Assignments and Rotation </li></ul>
    27. 27. Group Projects – Best Practices <ul><li>Describe each stage of group work </li></ul><ul><li>Carefully explain how the groups will operate </li></ul><ul><li>Set up the grading scheme – allow students to grade each other </li></ul><ul><li>Set up various tools for groups to communicate </li></ul>
    28. 28. TBL - Application Exercises The 4 S’s Significant Problem Select a relevant, significant problem Same Problem Teams work on the same problem, case or question Specific Choice Teams use course concepts to make a specific choice Simultaneous Reporting Teams report at same time with visual aids
    29. 29. In-class Application Exercises Intra-team discussion Introduce the Problem Simultaneous Reporting Inter-team discussion Individual Preparation Readiness Assurance
    30. 30. Assessing Groups Four Important Considerations What are the criteria? Who does the assessing? Product, process, both? Who gets the grade?
    31. 31. Assessing Groups <ul><li>Product </li></ul><ul><ul><li>Provide clear objectives for activity </li></ul></ul><ul><li>Process </li></ul><ul><ul><li>Provide clear expectations for process </li></ul></ul><ul><li>Rubrics </li></ul>
    32. 32. Grading Collaboration - One Solution <ul><li>Group grade (30%) </li></ul><ul><li>Individual grade (30%) </li></ul><ul><li>Self evaluation (20%) </li></ul><ul><li>Peer evaluation (20%) </li></ul>Instructor grade Student grade
    33. 33. Grading Groups - One Solution <ul><li>Peer evaluation for Group member 5 </li></ul><ul><li>Group member 1 A 10 </li></ul><ul><li>Group member 2 B 8 </li></ul><ul><li>Group member 3 A 9 </li></ul><ul><li>Group member 4 B 8 </li></ul><ul><li> 8.75 </li></ul>
    34. 34. Activity <ul><li>Design a group activity for your online class. </li></ul><ul><li>Work individually </li></ul><ul><li>Share your activity </li></ul>
    35. 35. Resources <ul><li>Group Work Self Assessment Indiana University </li></ul><ul><li>Group Skills Development Pledge Indiana University </li></ul><ul><li>TBL Application Examples University of British Columbia </li></ul>
    36. 36. References <ul><li>Cooperative Learning Center </li></ul><ul><li>Team-Based </li></ul><ul><li>Assessment in and of Collaborative Learning </li></ul>
    37. 37. Best Practices in the Online Format <ul><li>Overall: </li></ul><ul><li>Avoid replicating the lecture format </li></ul><ul><li>Explain to students why you are having them complete group work and the benefits </li></ul><ul><li>Prepare in advance </li></ul>
    38. 38. Workshop Objectives <ul><li>As this workshop concludes, you are able to </li></ul><ul><li>articulate why groups are important in online learning </li></ul><ul><li>determine appropriate group activities </li></ul><ul><li>design evaluation for online groups </li></ul><ul><li>facilitate and manage online group interaction </li></ul>
    39. 39. Thank You! <ul><li>Rhonda D. Blackburn [email_address] </li></ul><ul><li>Christine Salmon [email_address] </li></ul>