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EXAMINING ACHIEVEMENT AND SATISFACTION USING COOPERATIVE & COLLABORATIVE STRATEGIES IN BLENDED & ONLINE ENVIRONMENTS Dr. Christine Nickel Regent University

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Presentation by Christine Nickel for the 2012 Distance Teaching and Learning Conference, Madison, WI

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Page 1: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

EXAMINING ACHIEVEMENT AND SATISFACTION USING COOPERATIVE & COLLABORATIVE STRATEGIES IN BLENDED & ONLINE ENVIRONMENTS

Dr. Christine NickelRegent University

Page 2: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Problem

Increase in online and blended courses Call for students to collaborate Instructional Designers & instructors – want to use

group work, but how best to do it? Blended or online? Cooperative (more structure) or collaborative (less

structure)?

Page 3: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Research Literature

Cooperative Learning Collaborative Learning

More structure Less structure

More teacher controlled• Assigned roles (division of labor)• Scaffolded teamwork skills• Group Processing promoted by instructor

More learner controlled• No assigned roles (students negotiate solutions together)• Teamwork skills are assumed• Group processing is not promoted

Page 4: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

ECI 430/530

Instructional Technology Integration course Redesigned module to include group project:

lesson plan with integrated technology Course sections assigned to:

Cooperative: division of labor, scaffolding, group processing

Collaborative: no division of labor, scaffolding or group processing

Page 5: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

ECI 430/530

4 groups:

Blended Online

Cooperative Blended Cooperative Online Cooperative

Collaborative Blended Collaborative Online Collaborative

Page 6: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

ECI 430/530

Various Education students Undergraduate and Master’s level Age range under 20 to over 50 Varying experience with online learning

18 course sections (9 blended, 9 online), 254 students

Course delivery method self-selected Learning strategy randomly assigned to course

sections

Page 7: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Treatment

1. Take pre-treatment survey2. Read assigned module content3. Meet with group on discussion board or chat and

discuss quiz review questions4. As a group, create a lesson plan that uses group

learning strategies5. Complete the lesson as a group but submit individually6. Individually, take module quiz7. Take post-treatment survey

Page 8: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Do course delivery method (blended vs. online) and learning strategy (cooperative vs. collaborative) differentially impact… Individual achievement and group achievement Process and solution satisfaction Also examined:

Community of Inquiry perceptions

Research Questions

Page 9: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Individual Achievement

Do learning strategy & course delivery method differentially impact students’ individual achievement?

Quiz worth 15 points; Bloom’s remembering & understanding levelsPerformed a stepped ANCOVANo interaction, no main effects

Page 10: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Group Achievement

Do learning strategy & course delivery method differentially impact students’ group project grades?

Rubric, worth 30 points M SD

Blended Delivery Method (n=95)

Cooperative 25.46 2.93

Collaborative 28.32 1.10

Online Delivery Method (n=101)

Cooperative 27.27 1.96

Collaborative 27.53 1.88

Page 11: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Group Achievement

Performed a stepped ANCOVA Significant interaction F(1,183) = 21.36, p<.001, partial 2 =.105

Age and academic level also significant

Blended cooperative – division of work without showing work on group discussion board? Issues with rubric?

Page 12: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Group Achievement

ANCOVA, accounting for low & moderate participation students Significant interaction: F(1,176) = 11.584, p<.001,

partial 2= .065 Blended cooperative - still lower group project

grades Age & academic level significantly influence DV

Page 13: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Process & Solution Satisfaction

Do learning strategy and course delivery method differentially impact students’ satisfaction scores?

Adapted from Green & Taber (1980)Stepped MANCOVA

No interaction, no main effects

Page 14: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Community of Inquiry

Do learning strategy and course delivery method differentially impact students’ perceptions of teaching presence, social presence, and cognitive presence in the project-based learning activity?

Stepped MANCOVA Main effect for course delivery

Wilks’ = .93, F(3,176) = 4.312, p<.01, partial 2=.068

Significant covariates: value of connectedness, recognition of collaboration potential, process satisfaction, solution satisfaction

Estimated Marginal Means for Teaching Presence

Page 15: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Teaching Presence

TP subscale: Design & Organization Significant interaction, F(1,178) = 5.002, p<.05, 2=.027

Page 16: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Conclusions

Cooperative & collaborative learning equally effective for lower-level, individual achievement

Group achievement significantly influenced by course delivery method and learning strategy

Course delivery method and learning strategy do not significantly impact process and solution satisfaction.

Blended cooperative students have lower perceptions of the design of the module

Page 17: Examining Achievement and Satisfaction Using Cooperative & Collaborative Strategies in Blended & Online Environments

Read more here…

Nickel, C.E. & Overbaugh, R.C. (2012). Cooperative and Collaborative Strategies in Blended and Online Learning Environments. In Z. Akyol & R. Garrison (eds.), Educational communities of inquiry: Theoretical framework, research and practice.

http://www.igi-global.com/chapter/cooperative-collaborative-strategies-blended-online/69556 Book available in September.