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Running head: ONLINE STUDENT COLLABORATION 1

Online Student Collaboration:

Professional Development to Empower Educators

Katy Andersen, Evonne Dantzler, Jennifer Houchin, and Victoria Pierce

EDUC 633

Liberty University

ONLINE STUDENT COLLABORATION 2

Table of Contents

The Need 3

The Goal 3

Task Analysis 4

Learner and Context Analysis5

Instructional Objectives 7

Assessment 8

Pre-Assessment 8

Assessment for Objective 1 8



Instructional Strategies 11

Activities for Workshop 12

Workshop Schedule 13

Media Selection 17

YouTube™ 18

SurveyMonkey™ 19

Google Docs™19

Google Chrome™ 19

Prezi™ 20

References 21

Appendices 25


The Need

Engaging students in active learning is a challenge for many teachers. From John Dewey’s

research in the early 20th century through today, collaboration with others has helped to define

active learning experiences (Conrad & Donaldson, 2011, p. 2). Unfortunately, educators often lack

the skills or confidence necessary to select collaborative learning activities that support and enrich

instruction. This may be especially true when selecting technology-based activities (Orlando,

2014, p. 236). Educators can become overwhelmed by requirements to include the use of

technology in their lessons while simultaneously promoting learner collaboration. They simply

may not know where to begin after a Google™ search for “online collaborative learning” results in

over 22 million hits. Additionally, teachers and students can become distracted by the minutiae of

features in applications and web-based activities, thereby diminishing their instructional value. As

a result, the need for specific and directed professional development is apparent. Educators need

professional development designed to assist them in selecting task-appropriate technology for

computer-supported collaborative learning (CSCL) for both synchronous and asynchronous

situations (Clark & Mayer, 2016, p. 297).

The Goal

Often attributed to Sir Francis Bacon, the phrase, “Knowledge is power” speaks volumes

(Bartlett, 1919). Educators feel empowered when they are equipped with tools and skills to

enhance their students’ learning. Many collaborative activities, both synchronous and

asynchronous, that take place in the traditional brick and mortar setting can be implemented

successfully online, adding elements of convenience and fun (Horton, 2012, p. 399). For example,

students may work together to share research notes, plan a report, edit each other’s work, and

assemble final products for submission (Horton, 2012, p. 433). Also, with the implementation of

technology standards for both students and teachers in recent years, teachers are being held


accountable for the integration of digital age learning experiences in their classes (ISTE, 2017).

The goal of this professional development workshop is to engage and equip participating

educators to evaluate, experience, and implement effective and relevant online student

collaborative activities using Google Docs™. At the end of the workshop, educators will feel

prepared and confident about utilizing this tool to implement CSCL successfully in their teaching.

Task Analysis

Using Szapkiw and Szapkiw’s (2010c) Instructional Strategy Module 4: Design (P3), as a

guide to Davidson-Shriver and Rasmussen’s model of instructional design and Gagne’s Nine

Steps of Learning, the following flow chart identifies the objectives and clusters for instruction.

Steps one and two and their substeps serve to orient the participants to the training. Initially,

trainers will establish the relevance of the training to engage participants’ prior knowledge and

skill levels. Steps three and four and their substeps provide the content of the instruction. It is here

that participants will experience, practice, and receive feedback during their hands-on active

learning event. Step five and its substeps allow for the measurement of learning. As part of this

step, the diagnostic assessment given prior to the start of the lesson can be compared with the

summative assessment. The results should reveal an increase in teachers’ confidence and

competence in using Google Docs™ as a tool for CSCL. A brief summary at the end of the lesson

will provide closure for the participants (Szapkiw & Szapkiw, 2010b, p. 6).


Table 1: Flow Chart identifying sequence of instruction

Learner and Context Analysis

This workshop is designed to assist secondary educators in making decisions that will

enrich their students’ collaborative learning experiences. Professional development is a familiar

experience for educators, yet they sometimes balk at being required to attend professional

development because they may not recognize its relevance to their own professional practices

(Hamilton, 2015, p. 247). Most teachers today have become adept at using email and electronic

gradebooks; in fact, teachers are using technology in the classroom to complete a number of

administrative tasks (Davies & West, 2014, p. 843). They may use PowerPoint™ and Microsoft

Office™ to create instructional materials, but they find using online technology as a tool for

accomplishing learning objectives intimidating and overwhelming (Orlando, 2014, p. 428).

Teachers may search Google™ or Pinterest™ for lesson plans and ideas about authentic


technology integration, but the vast number of results leaves them unsure where to begin.

Combine that with a teacher’s desire to incorporate collaborative learning activities into lessons,

and a clear chasm exists, one that this workshop can bridge. Fein and Logan (2003) state that

educators who are comfortable with technology will be more likely to focus on their students

(p. 49). With that in mind, teachers seem to be looking for simple methods that use basic

technology hardware that most students have at home: a personal computer, Internet access, a

webcam, and a microphone. Educators’ attitudes towards this professional development workshop

are likely to be positive because the training is relevant and implementable (Conrad & Donaldson,

2011, p. 7).

This professional development workshop can be held in a school’s computer lab so that all

participants have their own computers. It may also be held in a common area where participants

bring their own devices, but a wireless network connection will be necessary so that everyone can

connect and actively participate. To create a realistic environment for the workshop, educators will

take on the role of students and will be given tasks to complete as part of a collaborative group. It

seems only natural to have participants take part in online collaboration in a workshop about

online collaboration. This strategy will generate a truly authentic learning experience for the

educators involved as they utilize the technology in the same way their students will (Conrad &

Donaldson, 2011, p. 92-93). Upon completion, they will have a newfound understanding of their

students’ perspectives and a newly-generated confidence about incorporating CSCL in their

classes.

During this workshop, teachers will identify strategies to address their own needs and

goals for student collaboration. Based on their desired learning outcomes, the teachers will

determine how the use of Google Docs™ can support their instructional goals. Whether teachers


are considering having students create a document as the primary end product or as a way to focus

and structure learning as part of a process, collaborative online authoring as a means of social

learning can be productive (Horton, 2012, p. 404-405). For example, teachers who wish to engage

students in a group research assignment, lab report, study guide, collaborative notes, or discussion

questions can accomplish this using Google Docs™ (Horton, 2012, p. 433). It is an added benefit

that Google Docs™ may be used synchronously as well as asynchronously; this extends its

functionality for student collaboration. So much of what educators already do in the classroom can

be fused with technology to provide more engaging learning experiences for students, including

allowing them to build life skills such as turn-taking and etiquette (Scalise, 2016). Collaboration

occurs in many forms, and whatever teachers are already doing to engage students’ social learning,

they will likely appreciate the active learning options this workshop provides. Whether teaching in

the traditional face-to-face classroom, in a blended, online, or distributed learning environment,

this training workshop will be meaningful for participants looking to actively engage students in

online collaboration.

Instructional Objectives

1. During this workshop, participants will purposefully evaluate Google Docs™ for its

usefulness as a CSCL instructional tool using their personal technology devices, Internet access,

and instruction from the trainers, demonstrating at least 80% on a criterion-referenced quiz, a

standard established in Benjamin Bloom’s theory of mastery learning (Guskey, 2015, p. 752).

2. During this workshop, participants will personally navigate the functions of Google

Docs™ to experience and evaluate its relevance to their online student collaborative learning

objectives by demonstrating successful completion of a collaborative activity.


3. By the end of the workshop, participants will gain confidence and demonstrate their

ability to implement CSCL utilizing Google Docs™ in their classes by accessing, completing, and

sharing a Google Doc™ document.

Assessment

Pre-Assessment

An interactive online diagnostic survey using a Likert-type scale (Appendix A) will be

given prior to the start of the professional development workshop (McLeod, 2008). This

diagnostic survey will indicate participants’ attitudes about their confidence and competency in

using Google Docs™ as part of their collaborative learning toolkit. These results will then be

compared with the post-assessment survey results to determine instructors’ level of success in

achieving the objectives of this workshop. Survey questions follow:

Before this workshop begins, please comment on the following statements. Select your

answers based on the following scale:

1 2 3 4 5 Strongly Disagree Disagree Unsure Agree Strongly Agree

_____ 1. I have used Google Docs™ as a tool for collaboration in my classroom.

_____ 2. I feel comfortable using Google Docs™ myself.

_____ 3. I feel confident guiding my students in working with Google Docs™.

Assessment for Objective 1

After completion of Objective 1, students will complete a short quiz (Appendix C) focused

on basic facts, characteristics, and utilization of the Google Docs™ application. This quiz will

consist of both multiple choice and true/false questions. In order to receive a passing score of 80%

(Guskey, 2015, p. 752), students must correctly answer at least 4 out of 5 questions. A sample of

the Objective 1 assessment is shown below:


1. How much does it cost to establish and maintain a Google Docs™ account?

a. $9.99/month

b. $9.99/year

c. $19.99/year

d. Free to everyone

e. Free to licensed teachers only

2. Users of Google Docs™ may do which of the following to working documents?

a. Create

b. Import

c. Edit

d. Publish as a web page

e. All of the above

3. Products created with Google Docs™ can be downloaded in which of the following formats?

a. Microsoft Word™ (.docx)

b. PowerPoint™ (.pdf)

c. Webpage (.html)

d. EPUB™ Publication (.epub)

e. All of the above

4. In Google Docs™, what is the maximum number of people who can edit or comment on a

document at one time?

a. 2

b. 10

c. 50


d. 100

e. There is no limit

5. True or False: Google Docs™ can be used as both a synchronous and asynchronous

collaboration tool.

a. True

b. False


During the workshop, participants will create their own Google Doc™. They will then

share the doc with one or two other participants, depending on the size of the class. Each

participant will open the doc(s) shared with them and reply to the fellow participant(s) via

comment box. Completion of this checklist (Appendix D) will ensure that all participants have the

knowledge to successfully navigate, utilize, and share a Google Doc™.

Checklist for Mastery (All must be met.)

___ Create a Google Doc™

___ Title the Doc with Name

___ Share Doc with Fellow Workshop Participant

___ Open the Collaborative Document

___ Leave a Comment in the Shared Doc

___ Reply to Comment in the Original Doc

___ Share Doc with instructors


Upon conclusion of the training, after all participants have successfully created, accessed,

edited, and submitted a Google™ document, and all questions have been answered, instructors


will direct participants to complete a Likert-type scale survey (Appendix E). This survey will re-

assess participants’ confidence and competency after completing the workshop. This feedback will

provide data about the success of the workshop (McLeod, 2008). Upon completion of the

workshop, participants should agree or strongly agree with all three statements, demonstrating that

they are fully-equipped to implement this CSCL tool in their classes. Survey results should show

improvement from the diagnostic results. Survey questions follow:

Now that this workshop has completed, please comment on the following statements.

Select your answers based on the following scale:

1 2 3 4 5 Strongly Disagree Disagree Unsure Agree Strongly Agree

_____ 1. I will implement Google Docs™ as a tool for collaboration in my classroom.

_____ 2. I am comfortable working with Google Docs™ myself.

_____ 3. I am confident I can guide my students in working with Google Docs™.

Instructional Strategies

When preparing and creating instructional design, it is imperative to focus on using proven

and effective instructional design procedures. Considering the methods for writing instructional

objectives developed by both Dick, Carey, and Carey and Mayer, it is essential for those

procedures to be the backbone of this Instructional Design for Online Student Collaboration

(Szapkiw and Szapkiw, 2010a, p. 3-11). Below are the three instructional objectives that will be

used for this workshop.

Objective 1 (Evaluate). During this workshop, participants will purposefully evaluate

Google Docs™ for its usefulness as a CSCL instructional tool using their personal technology

devices, Internet access, and instruction from the trainers, demonstrating at least 80% on a

criterion-referenced quiz as established by Bloom’s theory of mastery learning (Guskey, 2015,


p. 752). Specific information about the features of Google Docs™ will be shared (Appendix B).

Objective 2 (Navigate). During this workshop, participants will personally navigate the

functions of Google Docs™ to experience and evaluate its relevance to their online student

collaborative learning objectives by demonstrating successful completion of a collaborative

activity.

Objective 3 (Implement). By the end of the workshop, participants will gain confidence

and demonstrate their ability to implement CSCL utilizing Google Docs™ in their classes by

accessing, completing, and sharing a Google Doc™ with instructors.

In Instructional Unit Module 4 Design P2 Assessment Szapkiw and Szapkiw (2010b)

discuss the different types of assessments for learning objectives and point out important attributes

that need to be included when preparing assessment items (p. 3). Szapkiw and Szapkiw

(2010b) explain that assessment items need to be based on the learning objective (p. 3). To put it

simply, the assessment and objectives should agree and be in harmony (Szapkiw & Szapkiw,

2010b, p. 3). To ensure assessments are designed well for an ISD, criterion-referenced

assessments (CRA) should be used because they measure whether or not the criteria have been

accomplished (Szapkiw & Szapkiw, 2010b, p. 3).

CRA is a leading resource used by most educational institutions for assessing learning

objectives, instructional strategies, and students’ knowledge. It is supported with a significant

amount of educational research to advocate, explain, and outline best practices for CRA (Chardon,

Collins, Hammer, & Hart, 2011).

Activities for Workshop

1. Overview of workshop (2:00 minutes)

2. Video “Use Google Docs™ and Drive to Motivate Group Collaboration” (2:16 minutes)


a. https://www.youtube.com/watch?v=YhjZBjBjg38 (Google™ for Education Training,

2015).

b. Share documents, teacher monitoring, timely feedback, facilitate learning student

collaboration, anytime and anywhere and partners of learning.

3. Video “Google Docs™ Collaborations” (2:52 minutes)

a. https://www.youtube.com/watch?v=Wj8I7SIFAII (MCS Ed Tech, 2013).

b. Activity: Create, name, share, give permissions, view history, add comments, chat,

and auto save.

4. Video “How to collaborate and edit in Google Docs™ | lynda.com tutorial” (2:22 minutes)

a. https://www.youtube.com/watch?v=Brse6eeekus (LinkedIn™ Learning Solutions,

2011).

b. Activity: Share document, add, edit, simultaneously work together, and chat.

5. Assessment:

a. Activity: The class will be assigned a partner to complete this assignment

b. Each participant will create an assignment using Google Doc™ then share the

document with their partner. Participants will also share their completed

assignment with the trainers.

Each participant must add something, edit something, start a chat, and show the trainer the

activity history.

Workshop Schedule

Steps Student Activity Objective Assessment Time Allowance

Workshop overview

and Introductions

In one sentence, state why you decide to take this workshop?

Diagnostic Survey 8 min.


Video:“Use Google Docs™ and Drive to Motivate Group Collaboration”

1. Discussion and feedback from video: Share documents, monitoring, timely feedback, facilitate learning, student collaboration, anytime and anywhere, and partners of learning

2. Objective 1: Assessment Questions

Objective:1 - Evaluate

Objective 1: Assessment Questions

Video: 2:16 minActivity: 3.00 min.

Video:“Google Docs™ Collaborations”

Teacher-guided practice:Create, name, share, give permissions, view history, add comments, Chat option, and auto save

Objective:1 - Evaluate2 - Navigate

Student will complete task independently

Video: 2:52 minActivity: 10 minAssessment: 3 min

Video:“How to collaborate and edit in Google Docs™”

1. Students create a Google Doc™ and share with classmates

2. Checklist for Mastery assignment


Trainer will monitor and assess work using Checklist for Mastery

Video: 2:22 minActivity: 5 minAssessment: 5 min

Questions and Answers Discussion: Q&A Objective:1 - Evaluate

N/A Activity: 5 min

Assessment Complete “Using Google Doc™ for Collaboration” assignment (Create their own Google Doc™).

Objective:2 – Navigate3 - Implement

Participant will create a Google Doc™

Trainer will monitor and assess completed assignment

Assessment: 10 minutes

Evaluation/Closing Question and Answer session

Evaluate participants and end session

Survey participants

Objective:1 - Evaluate2 – Navigate3 - Implement

Post-Assessment Survey

Closing 5 minutes

Total Max. 75 minutes

Table 2: Schedule of instructional strategies with correlation to objectives

The instructional strategy for this ISD workshop, Online Student Collaboration, will be

structured on Gagne’s Nine Events of Instruction. Szapkiw and Szapkiw (2010c) provided an

overview of the nine events in their Instructional Unit Module: Design (P3) Instructional Strategy,


and with that information, the lesson plan table below illustrates how each event will be utilized in

this workshop (p. 5-8).

Prior to the workshop, participants will be notified that they must have an active Gmail

account to participate. These accounts may be verified by sending an e-mail and requesting a

reply. The workshop will begin with initial greetings and introductions of trainers and participants,

followed by verification of Gmail accounts. Once established, training begins with Gagne’s first

event: “Gain attention.” Participants will use their devices to take a three-question interactive

online survey (Szapkiw & Szapkiw, 2010c, p. 6). The trainers will ask participants to share why

they decided to take this workshop in one sentence. Then, the trainers will explain the analysis of

the need for online student-to-student collaboration.

During the second event the trainers will explain the learning objectives and the expected

outcome for the Google Docs’™ workshop (Szapkiw & Szapkiw, 2010c, p. 6). The workshop will

focus on three objectives based on evaluation, navigation, and implementation of Google Docs™

for student-to-student collaboration.

For Gagne’s third event, assess prior knowledge, the trainers will ask participants a couple

of questions to determine their prior learning or knowledge of Google Docs™ (Szapkiw &

Szapkiw, 2010c, p. 6). In answering these questions, participants will identify their understanding

of Google Docs™ and their reasons for wanting to incorporate CSCL in their classes at this time.

During the workshop, teachers will be introduced to a variety of possible uses for Google Docs™

in their classrooms.

For Gagne’s fourth event, stimulus material, the trainers will show “Use Google Docs™

and Drive™ to Motivate Group Collaboration” (Google™ for Education Training, 2015; Szapkiw

& Szapkiw, 2010c, p. 6). The video shows educators sharing their success in using Google


Docs™. Benefits discussed in the video include sharing documents, monitoring students,

providing timely feedback, facilitating learning, and fostering student collaboration (Google™ for

Education Training, 2015).

For Gagne’s fifth event, the trainers will give participants guidance on how to use Google

Docs ™ by showing the video “Google Docs™ Collaboration” (MCS Ed Tech, 2013; Szapkiw &

Szapkiw, 2010c). The video demonstrates how to create, name, share a document, view revision

history, use the chat option, and how the document is automatically saved. After the video, the

participants will complete a guided assignment. The trainers will walk, monitor, and assess

participants as they complete the assignment.

Gagne’s sixth and seventh events, checking performance and giving feedback, will be

completed via an independent assignment by each participant and shared with the trainers to give

feedback and provide corrections if needed (Szapkiw & Szapkiw, 2010c, p. 6).

During the eighth event of the Gagne’s instructional strategy, assessment, the participants

will complete the “Use Google Docs™ for Collaboration Assessment” assignment (Szapkiw &

Szapkiw, 2010c, p. 6).

For the ninth and final event to Gagne’s instructional strategy, retention, the trainer and

participants will have a brief question-and-answer session followed by the post-assessment survey

and closing of the workshop.

Gagne’s Nine Events of Instruction9 Events of Instruction

Actions Objectives Time

1. Gain Attention Diagnostic, pre-assessment survey.In one sentence, state why you decided to take this workshop.

N/A 3 minutes

2. Learning Objectives

Objective 1 (Evaluate). During this workshop, participants will purposefully evaluate Google Docs™ for its usefulness as a CSCL instructional tool using their personal technology devices, Internet access, and instruction from the trainers, demonstrating at least 80% on a criterion-referenced quiz.

N/A 2 minutes


Objective 2 (Navigate). During this workshop, participants will personally navigate the functions of Google Docs™ to experience and evaluate its relevance to their online student collaborative learning objectives by demonstrating successful completion of a collaborative activity.

Objective 3 (Implement). By the end of the workshop, participants will demonstrate their ability to implement CSCL utilizing Google Docs™ in their classes by accessing, completing, and sharing a Google Doc™ survey.

3. Recall – Prior Knowledge

Question:1. Have you used Google Docs™ prior to this class?2. Why is incorporating Docs™ to your class important now?


3 minutes

4. Stimulus Material Video:“Use Google Docs and Drive to Motivate Group Collaboration”


6 minutes

5. Learning Guidance 1. Video: “Google Docs Collaborations”2. Teacher-guided practice: create, name, share, give permissions, view history, add comments, chat, and auto-save


40 minutes

6. Performance 1. Complete independent practice tasks Objective:1 - Evaluate2 - Navigate

7. Feedback / Correctness

1. Trainer will monitor and assess work2. Trainer will provide correctness


8. Assessment 1. Student will complete “Using Google Doc™ for Collaboration Assessment” assignment


10 minutes

9. Enhancing Retention/Transfer

1. Question and Answer session

2. Survey participants

3. Evaluate participants and end session.


5 minutes

Table 3: Overview of instruction with correlation to Gagne’s Nine Events of Instruction

Media Selection

This workshop will require YouTube™, SurveyMonkey™, Google Chrome™, Google

Docs™, and Prezi™. The course instructors will play YouTube™ videos to train participants in

using Google Docs™ for online collaboration. Questionnaires and quizzes will be created with

SurveyMonkey™ to determine participants’ comfort level using Google Docs™ before and after

the workshop and to measure whether objectives were met. Since Chrome™ is the best browser

for using Google Drive™ and Docs™, participants will be asked to have downloaded it to their


personal laptop or mobile device prior to attending the session. It is also important that appropriate

multimedia capable of conveying a large amount of information is used to deliver the workshop

content (Szapkiw & Szapkiw, 2010d, p. 4). Therefore, the online multimedia presentation software

Prezi™ will be used as the course’s delivery system. Prezi™ is free and accessible online and

permits access both during and after a presentation via a link (Settle, Abrams, & Baker, 2011). As

a housing for this workshop, Prezi is customizable and also allows up to eight people to edit

simultaneously (Settle et al., 2011).

Table 4: Media requirements for YouTube™ (“YouTube™ Help”, 2017)


Table 5: Media Requirements for SurveyMonkey™ (“SurveyMonkey™ Help Center,” 2016)

Table 6: Media Requirements for Google Docs™ (“Docs™ Editors Help: System Requirements,” 2017)

Table 7: Media Requirements for Google Chrome™ (“Chrome™ System Requirements,” 2017)


Table 8: Media Requirements for Prezi™ (“System Requirements for Prezi,” 2017)

Instructional Strategy Media Delivery System

Evaluate Prezi™, YouTube™, Google Docs™

Navigate Prezi™, YouTube™, Google Docs™

Implement Prezi™, Google Docs™, SurveyMonkey™

Assess SurveyMonkey™

Table 9: Correlation of Media Selections with Instructional Strategies


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APPENDIX A

Access Link: https://www.surveymonkey.com/r/DGPW3F3

Participant Diagnostic SurveyThis survey is to be administered before the professional development workshop, "Online Student Collaboration.” (A nearly identical survey will be given after the workshop so that an evaluation of the participants and objectives can be made.)

1. I have used Google Docs™ as a tool for collaboration. Strongly Agree

Agree

Unsure

Disagree

Strongly Disagree

2. I feel comfortable using Google Docs™ myself. Strongly Agree

Agree

Unsure

Disagree

Strongly Disagree

3. I feel confident guiding my students in using Google Docs™. Strongly Agree

Agree

Unsure

Disagree

Strongly Disagree


APPENDIX B

Background information that will be discussed by the workshop leader:

1. Google Docs™ is a free word processing service from Google that is accessible from any

tablet, computer or mobile device that has Internet access. Google Docs are stored in a

user’s Google Drive™, which is also available free to anyone with a Gmail™ or Google™

account.

2. Google Docs™ allows for asynchronous collaboration with up to 200 people or groups and

synchronous collaboration among 50 users (“Docs™ editors help: Share files,” 2017).

Collaboration is available within the document itself or through comments boxes in the

margin of the doc.

3. Google Docs™ supports downloads from Microsoft Word™ documents, EPUB™, PDF™,

OpenOffice™, and HTML format. Images, pictures, charts, graphs and tables can also be

inserted in a Doc™. Likewise, a Google Doc can be converted to Word™, EPUB™,

PDF™, OpenOffice™, and HTML format (“Drive help,” 2017).


APPENDIX C

Access Link: Access Link: https://www.surveymonkey.com/r/PNCLS9Z

Participant Assessment (Objective 1)

1. How much does it cost to establish and maintain a Google Docs™ account?

2. Users of Google Docs™ may do which of the following to working documents?

3. Products created with Google Docs™ can be downloaded in which of the following formats?

4. In Google Docs™ what is the maximum number of people who can edit or comment on a document at one time?

2

10

50

100

There is no limit

5. True or False: Google Docs™ can be used as both a synchronous and asynchronous collaborative tool.

True

False


APPENDIX D

Formative Assessment (Objective 2)

Checklist for Mastery (All must be achieved)

_____ Create a Google Doc™

_____ Title the Document with a Name

_____ Share the Document with Fellow Workshop Participant

_____ Open the Collaborative Document

_____ Write a Comment in the Shared Document

_____ Reply to Comment in the Original Document

_____ Share Document with Instructor


APPENDIX E

Access link: https://www.surveymonkey.com/r/PXQ8W56

Participant Survey (Post Training - Objective 3)This survey is nearly identical to the Diagnostic survey which was administered prior to training.

1. I have been successful using Google Docs™ as a tool for collaboration.

Strongly Agree

Agree

Unsure

Disagree

Strongly Disagree

2. I feel comfortable using Google Docs™ myself. Strongly Agree

Agree

Unsure

Disagree

Strongly Disagree

3. I feel confident guiding my students in using Google Docs™. Strongly Agree

Agree

Unsure

Disagree

Strongly Disagree

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