developing collaboration in online courses: a study of synchronous & asynchronous

Developing Collaboration

in Online Courses: A Comparison of Structured Group Assignments

in Synchronous and Asynchronous Courses

Nori Barajas-Murphy, M.Ed.Jessica Decker, Ed.D.

University of La VerneLa Verne, CA

Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.

Session Outcomes•Participants will identify the elements of structured group assignments in online courses that lead to collaboration

•Participants will compare techniques for creating and organizing effective group assignments in online classes


Agenda

• Context• Role of Social Presence • Elements of Structured Group Activities

• Student Perception Data

Context


Con

text

• Small Liberal Arts University with a reputation for small class size and strong student-instructor relationships

• Focus on social presence and building relationships

Challenge: build online courses that replicate what happens in our f2f courses


Con

ditio

ns

Learning Technology for Educators delivered online

•Undergraduate education majors•General education

credential candidates•Education specialist

credential candidates

Challenge: consistent learning outcomes, evolving tools, varied student population

Course Iterations 2009-2014

Progression of Creating and Organizing Effective Group Assignments

On-demand videos and assignments

Began including webcam in all on demand

Increased complexity of group work

Increased intentionality in group assignments

Move toward synchronous sessions

Asynchronous Session Structure

Population

Duration

Session

f2f

Regional campuses

Term schedule (10 weeks)

2 synchronous sessions (2 hrs)

None

Synchronous Session Structure

Population

Duration

Session

f2f

Main campus

Semester schedule (16 weeks)

Weekly video conf (2-hr mtg)

Two f2f sessions

Role of Social Presence

Building Social

Presence

•“the ability of learners to project themselves socially and affectively into a community of inquiry” (Rourke, Anderson, Garrison, & Archer, 2001, p. 1)

•“relationship between social presence and perceived learning and student satisfaction in online courses” (Gunawardena & Zittle, 1997; Richardson & Swan, 2003; Swan & Shih, 2005)

•“Shared group identity should be established early on; groups in online settings benefit from the ability to manage their interactions themselves, thereby further developing the group’s shared identity and increasing the participants’ sense of ownership in group activities” (Rogers & Lea, 2005)


Course Phases

Beginning

Early Middle

Late Middle

Closing

Getting to know you

Structured group assignments

Student driven group assignments

Course outcome reflection

Boettcher & Conrad, 2010

Beginning Phase

First Session: synchronous

Content: 1. Introductions; 2. Course Orientation

Assignments: 3. WP Blog Bio (follow all

classmates’ blogs);4. Picasa web album (shared

with group)

First Session: asynchronous (!)

Assignments: 1. Orientation videos2. WP Blog Bio/Gravatar page3. Add avatar image to LMS4. Google+/Picasa web album5. Introduction discussion

forum

Asynchronous Class Synchronous Class

Middle Phases

Early MiddleWorld is Flat WikiJournalistic ArticleCell Phone

Fairytale

Late MiddleCool Tool DuelBook Club

Synchronous & Asynchronous Class

Closing Phase

Course Outcome ReflectionFinal blog post prompt:

Wow, I Think I Made It PostRevisit the purpose & learning outcomes for this

course in the course syllabus. Address your progress towards those outcomes giving any

examples of your experience

Synchronous & Asynchronous Class

Elements of Structured Group Assignments

Elements of Structured Activities

1.Establish social presence prior to assignment

2.Establish clear roles or process for collaboration within team activity

3.Select tools that allow collaboration

4.Monitor participation5.Rubrics with specific

expectations6. Individual grading

accountability


Roles and ProcessesInstructor-selected groupsStudent-selected groupsGroups identify meeting processHost/leaders identified by instructorReporters identified by instructorIdentified reporting process for group

activity

Tools for Collaboration

Dependant upon assignment: LMS for simple, reportable

collaboration (Discussion forum)Cloud based for interaction, revision

history, greater variance in outcome (YouTube, blogging, Google docs)

Monitoring Participation

Instructor access to revision history or participation log

Early warning system from Grades (Early middle and Late middle increasing frequency)

Instructor comments at assignment checkpoints

Recognize and reinforce students or teams meeting/exceeding expectations (Especially in Beginning and Early Middle)

Rubrics and Accountability

Quantify expectations (comments, word count, revision cycles)

Qualify expectations (content, depth)Group and individual grade overrideRubrics include quantitative and

qualitative measuresPeer evaluations


Early Middle

Assignment Roles/Collaboration Tool

Feedback/Monitoring

participationGrading Rubric

World is Flat Summary

Single page wiki; 3 specific contribution deadlines

LMS wiki (group page collaboration)

Comments on each due date;Version history

Individual: Conceptual understanding; formatting and organization; Group: participation

Journalistic Article

Shared folder; team edits/commenting

Google Doc; shared folder

Google revision history

Individual: article interest, voice, length, Group: comments, sharing

Cell Phone Fairy Tale

Leader creates/shares single presentationLeader creates YouTube playlist; adds/orders video sequence

Google Presentation SnagIt screencastYouTube playlist

Google revision history; individual screencasts as part of complete playlist

Individual: Images, narration, presentation toolGroup: cohesion, playlist


Late Middle - Cool Tool Duel

Phase Assignment Roles/Collaboration Tool

Feedback/Monitoring


S Cool Tool Duel

Diigo shared bookmarking to find educational tools; individual research & presentation

Screencast/FormPolling for “Coolest”

Diigo annotated bookmarks; shared group bookmarksFinal submission

Individual/ partner presentation

A Cool Tool Duel

Student selected groupings; collaborative research & presentation

Screencast; Google Form Final submission

Individual/partner presentation


Late Middle -

Book Club


Feedback/Monitoring


S Book Club

Assigned within synchronous session

LMS wiki (individual page/group wiki)

Individual page updates; observation of meetings w/ feedback

Per student

A Book Club

Regular meetings at the discretion of the group

LMS wiki (individual page/ group wiki)

Individual page updates

Per student

Student Perception Data

Data CollectionSurvey of course participants in both

types of sessionsLikert-scale questions about social

presence and group assignmentsOpen-ended questions about general

course and assignment structure


Early Middle

Assignment Roles/Collaboration Tool

Feedback/Monitoring


World is Flat Summary

Single page wiki; 3 specific contribution deadlines

LMS wiki (group page collaboration)

Comments on each due date;Version history

Individual: Conceptual understanding; formatting and organization; Group: participation

Journalistic Article

Shared folder; team edits/commenting

Google Doc; shared folder

Google revision history

Individual: article interest, voice, length, Group: comments, sharing

Cell Phone Fairy Tale

Leader creates/shares single presentationLeader creates YouTube playlist; adds/orders video sequence

Google Presentation SnagIt screencastYouTube playlist

Google revision history; individual screencasts as part of complete playlist

Individual: Images, narration, presentation toolGroup: cohesion, playlist


I was comfortable interacting with others in my group.

It was difficult to receive feedback from others in my group.

I was able to be expressive in interactions with my group.

The tool used for the assignment matched the purpose of the assignment.

The tool selected for the assignment was difficult to use.

The tool provided a platform that promoted group interaction.

Roles were organized to promote collaboration within the group.

I understood my role within the group for this assignment.

I understood the roles of other group members for this assignment.

The assignment structure helped my group be successful.

The quality of my work was strengthened by working in a group.

The quality of my work could have been improved by working individually instead of in a group.

The directions for the assignment were clear and easy to follow.

I understood all components of the assignment.

I understood the method of grading my performance on the assignment.

0.00 1.00 2.00 3.00 4.00 5.00

Gro

up

Article

S

um

mary


Art

icle

– P

eer

Feed

back
















0.00 1.00 2.00 3.00 4.00 5.00


Colla

bora

tive

Pre

senta

tion




[Google Presentation - Cell Phone Fairy Tale]












0.00 1.00 2.00 3.00 4.00 5.00


Late Middle - Cool Tool Duel


Feedback/Monitoring


S Cool Tool Duel

Diigo shared bookmarking to find educational tools; individual research & presentation

Screencast/FormPolling for “Coolest”

Diigo annotated bookmarks; shared group bookmarksFinal submission

Individual/ partner presentation

A Cool Tool Duel

Student selected groupings; collaborative research & presentation

Screencast; Google Form Final submission

Individual/partner presentation


Cool To

ol D

uel
















0.00 1.00 2.00 3.00 4.00 5.00 6.00

Asyncronous

Syn-chronous


Late Middle -

Book Club


Feedback/Monitoring


S Book Club

Assigned within synchronous session

LMS wiki (individual page/group wiki)

Individual page updates; observation of meetings w/ feedback

Per student

A Book Club

Regular meetings at the discretion of the group

LMS wiki (individual page/ group wiki)

Individual page updates

Per student


Book C

lub
















0.00 1.00 2.00 3.00 4.00 5.00 6.00

Asynchronous

Syn-chronous

Initial Results/Themes

Students value the team and relationships they build“[The instructor] did provide us with a team which

we definitely utilized…”“Got to know my peers more here than in any class

setting so far!”“[The instructor] did a great job of making us a class

even though we were in different locations.”


Students value timely and specific feedback from instructors“[The instructor] gave positive and specific

feedback that helped us to improve upon our long term assignments while still ensuring that we would learn on our own and do the legwork ourselves.”

“Her feedback was extremely timely and helpful, and you could tell she truly wanted students to be successful.”


Students appreciate the synchronous format of the class“I enjoyed the weekly online meetings/environment;

it felt as if I was still in a class rather than doing everything by myself. I think format is really helpful for students who want to have the online class experience, but also need some sense of structure/accountability.”

“I loved the experience of having a virtual classroom. It was a different experience that I think was really good for me to have!”

Next StepsContinue data

collection and analysis

Incorporate peer review in assignment rubrics

Further develop instructor monitoring of student participation

CC image by Ruthanne Reid


Agenda

• Context• Role of Social Presence • Elements of Structured Group Activities

• Student Perception Data

developing collaboration in online courses: a study of synchronous & asynchronous

Education

effective group assignments

jessica decker

shared group identity

course orientation assignments

synchronous sessions

group activities rogers

session outcomes participants

online classes