Creating Effective Collaborative Learning Groups in an Online Environment

Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in cr...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Jane Brindley, Lisa Marie Blaschke, Christine Walti
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	Distance education open learning online learning e-learning collaborative learning pedagogy Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/1adfcf341a1f4165a794f5a8a8660134
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:1adfcf341a1f4165a794f5a8a8660134
record_format	dspace
spelling	oai:doaj.org-article:1adfcf341a1f4165a794f5a8a86601342021-12-02T19:20:49ZCreating Effective Collaborative Learning Groups in an Online Environment10.19173/irrodl.v10i3.6751492-3831https://doaj.org/article/1adfcf341a1f4165a794f5a8a86601342009-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/675https://doaj.org/toc/1492-3831Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.Jane BrindleyLisa Marie BlaschkeChristine WaltiAthabasca University PressarticleDistance educationopen learningonline learninge-learningcollaborative learningpedagogySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 3 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	Distance education open learning online learning e-learning collaborative learning pedagogy Special aspects of education LC8-6691
spellingShingle	Distance education open learning online learning e-learning collaborative learning pedagogy Special aspects of education LC8-6691 Jane Brindley Lisa Marie Blaschke Christine Walti Creating Effective Collaborative Learning Groups in an Online Environment
description	Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.
format	article
author	Jane Brindley Lisa Marie Blaschke Christine Walti
author_facet	Jane Brindley Lisa Marie Blaschke Christine Walti
author_sort	Jane Brindley
title	Creating Effective Collaborative Learning Groups in an Online Environment
title_short	Creating Effective Collaborative Learning Groups in an Online Environment
title_full	Creating Effective Collaborative Learning Groups in an Online Environment
title_fullStr	Creating Effective Collaborative Learning Groups in an Online Environment
title_full_unstemmed	Creating Effective Collaborative Learning Groups in an Online Environment
title_sort	creating effective collaborative learning groups in an online environment
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/1adfcf341a1f4165a794f5a8a8660134
work_keys_str_mv	AT janebrindley creatingeffectivecollaborativelearninggroupsinanonlineenvironment AT lisamarieblaschke creatingeffectivecollaborativelearninggroupsinanonlineenvironment AT christinewalti creatingeffectivecollaborativelearninggroupsinanonlineenvironment
_version_	1718376782075265024

Creating Effective Collaborative Learning Groups in an Online Environment

Ejemplares similares