Designing group work that is both beneficial and meaningful to students is a challenging task for the majority of online instructors. Oftentimes instructors shirk away from assigning group projects, because they believe that group work in particular disciplines, such as mathematics, is greatly ineffective. In this presentation, we will discuss how assigning a collaborative study aid as a group project can help create and foster learning groups, which lead to greater student success.

1. Presented by Samantha Cash
OTC Online‟s Annual Innovation Showcase Nov. 7, 2011

2. Overview – Group Work
 Student Perspective
 Pointless
 Focused on the product
 Produces anxiety
 Instructor Perspective
 Pointless
 Focused on the process
 Produces disappointment

3. The Idea!
 Make group work meaningful
 Students make group study aids
○ Not just “effort points”
○ Both the product and process are
meaningful
 Students receive individual and group
scores
○ Less complaints from students

4. Practice Test
Practice Test: Answer
#. Full directions #. Full directions
Problem Problem
Complete Solution
(Lots of Space)
Answer
#. Full directions #. Full directions
Problem Problem
Complete Solution
(Lots of Space)
Answer
Etc. Etc.
Flashcards
Example:
1. Isolate „y‟
2. Plug into other equation and solve
for „x‟
3. Plug „x‟ into first equation and solve
4. Write the answer as {(x, y)}

5. Chapter Summaries

6. What went wrong
Everyone chose practice tests!
Pros:
 Easy to split up contributions
Cons:
 Not all group members contribute
 Little to no discussion
 Imbalance of workload
 Procrastination

7. Let‟s Re-Think
 How can we make sure…
 All members contribute
 Group generates discussion
 Balance of workload
 Groups stay on track
 Collaborative Learning Group

8. Mental Cheat Sheet

9. Textbook Summaries
Group Discussion Board
Group File Exchange
Mental Cheat Sheet

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 Each week, students read the textbook and
2 individually write their own summaries on the
material.
3  Math department policy beginning FA11
 The process starts outside of the groups
 Ensures students are reading the textbook
4 before discussing the content
 Student <-> Instructor interaction

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 They are then required to post in their
2 group what information from each of those
sections they believe should be on their
mental cheat sheet.
3
 Graded weekly (Missing more than one
week gives you an overall „0‟ grade)
4  “All” members contribute
 Keeps the group on track
 Student <-> Student interaction

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1
 Students use a file exchange to update
2 versions of their mental cheat sheet
 Only “leaders” of the group compile the
3 information
 Don‟t have to worry about whether or not
others have participated
4

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 One student posts the final product in the file
2 exchange so their group members can benefit
 Posting in the group instead of sending to
3 the instructor ensures that everyone has
access to it
 Becomes a study aid for the exam
4

17. Back to main

18. Benefits
 Talk about math concepts (still needs
work)
 Share their struggles and their triumphs
 Make connections and create support
networks
 Study in smaller chunks before the
exam

19. Questions?
 Samantha Cash
 TLC (ICE 212E)
 cashs@otc.edu
 447-8953