“Things that go bump in the night!” (Palloff & Pratt, 2005, p. 31). This part of the book is very true when it comes to collaboration. Having been an online learner, I have experienced some of the “bumps” of collaborative learning such as the extra time having to collaborate with others and coordinating with others to complete the task. That is why asymmetrical learning can be advantageous since you can reply in your own time schedule, since not everyone is in the same time zone in the classroom.
The role of the instructor: I read an article on line titled “A Comparative Analysis of Online and Traditional Undergraduate Business Law Classes” (Shelly, et.al, 2006) located at http://www.slideshare.net/Timothy212/a-comparative-analysis-of-online-and-traditional. In this study the authors mention how online instruction requires the instructor to take on a new teaching role and necessitate a reevaluation of their teacher/student relationship that is not traditional. The teacher would facilitate the class requirements exactly the same including assessment. The only difference is that there would be no face-to-face interaction in the online course. The results found that there was no relevant difference between the outcomes of the two courses.
The instructor as the facilitator needs to move students along in networking (Palloff & Pratt, 2005). The instructor plays the lead role in encouraging other students to collaborate, by becoming involved in the classroom discussions, and by asking probing questions that would inspire interaction in the discussion area. Students also respond to each other and can also encourage other students to be involved by responding in encouraging ways and asking probing questions to begin the conversation.
The assessment plan must be both “embedded in an aligned with the design of the course” (Palloff & Pratt, 2005). I am accustomed to the use of rubrics for assessing my students’ work. I find this not much different than how I am assessed online. Rubrics usually give exactly what is expected of you for your grading. A fair and equitable assessment of different skills and knowledge that the students bring to the class should be assessed by the instructor based on he or she sees the growth of that student. Corrections in the discussion area, grading feedback, or e-mail with suggestions are very supportive.
References:
Palloff, R.M., & Pratt, K. (2005). Collaborating online: learning together in a community. San Francisco, CA: Jossey-Bass.
Shelly, D.J., Swartz, L.B., & Cole, M.T. (2006). A comparative analysis of online and traditional undergraduate business law classes. Retrieved October 12, 2010 from: http://www.slideshare.net/Timothy212/a-comparative-analysis-of-online-and-traditional.
Joy,
ReplyDeleteNice posting about the assessment of collaborative learning. From what I have seen it can be a very subjective task. The rubric you mention I think is a very good method for outlining expectations for the students and for the instructor. It's surprising the number of students in some programs that don't follow a rubric. I've been guilty at times...I forget... I think overall though, that it is a great way for the student to gauge the work they are doing. It gives them a signpost as to what the performance expectations are for a given level.
For the instructor, a rubric can help them to consistently apply the same criteria from student to student. We need to be fair and equitable to the students and treat each person the same. It is particularly important in a public forum where students can see each other's work. They will look at their work and another student's and complain about the grade they received. It can detract from the intent of the class and works against collaboration efforts.
Thanks!
Curt
Thanks for the feedback Curt. I do think that rubrics make a fair assessment, evaluation for all students involved. You know what is expected of the assignment and can check to see if you forfilled the requirements of the instructor. I also sometimes forget to check.
ReplyDeleteJoy
Hello Joy,
ReplyDeleteYou have done an excellent job of providing useful information about assessing collaborating efforts. Instructors do have an essential role in ensuring collaborating is effective in online learning. The comparison study you selected shows how learners can achieve the same objectives in both learning objectives. The online instructors must realize the skills needed to keep online learners engaged versus learners in a traditional face-to-face learning environment. Rubrics are a great way to access learning. I see the rubric as a checklist to meet the objectives.
Do you think the limitations of sample size and difference in participation rates in the research study limits the generalizability validity?
Sullus
Hi Joy,
ReplyDeleteI think what really helps the students at Walden University is attending a residency. It allows for further and future collaboration.
Michele
Hi Michele,
ReplyDeleteI just wish the residencies were closer to New England. It gets expensive. I do agree they are important for collaboration.
Joy
Hi Joy,
ReplyDeleteMy Master's degree was earned through Lesley University's weekend model whereby students met locally, once a month for classes. The instructors were flown in from all over. I find myself constantly comparing and contrasting that experience to this online learning environment. There are pros and cons to both. With the weekend model you got to meet and interact with your classmates face to face. We formed a strong bond that is still in existence today, some 15 years later. We were a cohort group that collaborated both f2f and remotely during the week. There's a lot to be said for blended learning. I'm not sure that will happen with this online group and I miss that element. Do you feel such connectedness is warranted?