+All for one and one for All! Collaboration in online learning environments

Kim Livengood, Ph. D.Lesley Casarez, Ph. D.

Angelo State University

Global Learn 2015, Berlin,

Germany

+Abstract

Just as students in traditional physical learning environments need connections, students in online learning environments also need the same type of connections. Building collaboration collaboration among participants in online course environments has been shown to positively affect students’ success in courses and extend to programs. Many tools are available to support three areas of interaction: learner-instructor interaction, learner-learner interaction, and learner-content interaction. Some of the tools available to facilitate communication related to the three areas of interaction will be discussed in regard to how they can be used to encourage collaboration among class members.

+Introduction

Building a sense of community among learners helps increase their satisfaction with courses and programs.

Use of technology tools can provide opportunities for interaction in online courses.

Collaboration can build a sense of community.

+Learner-Instructor Interaction

Learner-to-instructor interaction refers to interaction between the learner and the instructor (Moore, 1993)

Can include instructor delivering information, encouraging the learner, or providing feedback (Moore, 1993)

Interaction between learner and instructor is most significant factor predicting learner’s perceived learning outcomes in online learning environment (Kang & Im, 2013)

+Learner-Learner Interaction Consists of the exchange of information and ideas that

occur among students (Moore, 1993)

Can take the form of group projects or group discussions (Moore, 1993)

Peer interaction can help students feel that they are part of a community of learners (Johnson, Cascio, & Massiah, 2014)

Can also include establishing social presence (Arnold & Ducate, 2006)

Incorporated in number of ways, including discussions, collaborative group projects, sharing of experiences, and exchanging resources (Shackelford & Maxwell, 2012)

+Learner-Content Interaction Method by which students obtain information from course

materials in form of text, audio or video, online communication, etc. (Moore, 1993)

Platform that is easy to use can enhance the value of information in the class (Marmon, Vanscoder, & Gordesky, 2014)

Learners who interact with content more frequently achieve higher success in online courses (Zimmerman, 2012)

Technology tools and tasks should allow for exchange of information needed to support knowledge construction over a distance (Vrasidas, 2000)

+Tools and Strategies

Technology plays vital role in providing learning experiences compatible to face-to-face courses (Sher, 2009)

Active participation has been highlighted as a solution for removing feelings of isolation in online students and results in higher levels of satisfaction (Marmon, Vanscoder, & Gordesky, 2014)

Tools can help students participate actively with each other, with instructor, and with content

+Tools and Strategies

Encourage class communication Weekly announcements—help instructors communicate

pertinent information to students on semi-structured, regular basis. Can be text only, or may include audio or video tools. Can be sent as email or as text.

If LMS does not include texting capability, programs are available that allow students to subscribe to text reminders, such as Remind. This program allows students to sign up to receive messages that can be sent by the instructor for short reminders, such as due dates.

+Remind

+Tools and Strategies

Classwide use of videoconferencing can help connect instructor and students, as well as students to each other.

Google Hangouts is a free and easy way to allow video chatting.

+Google Hangouts

+Tools and Strategies

Individual communication from instructor may include assignment feedback, discussion boards, blogs, online journals, individual emails, or video conferencing.

Lack of facial expression and voice tone can lead to misunderstanding if it is only written. Including audio feedback can convey inflection and tone of voice.

Many free and easy to use programs allow the instructor to record feedback: Vocaroo, Podbean, and SoundCloud are a few examples.

+Podcasting

+Tools and Strategies

Content communication regarding instruction may include videos, podcasts, or avatars.

Introducing course content via videos can be done in various ways, including avatar videos. This can be created in Voki.

Tutorial videos can be included that explain how to do things within the course, such as submitting assignments, checking grades, seeing feedback, etc.

Videos can be created easily on phones or computers and uploaded into YouTube, and then can be integrated into course content.

+Voki

+Conclusion

These are just a few examples of free tools that can be incorporated into the online course environment.

Many other tools are available that can help build sense of community among students and instructors.

Sense of community can be important to success of students in their overall program.

Increased interaction among members of course can lead to increase in connectedness and sense of communtiy.

+References

Arnold, N., Daneshgar, F., & D’Ambra, J. (2010). Underlying factors of sense of community in asynchronous computer supported collaborative learning environments. Journal of Online Learning and Teaching, 6(3).

Johnson, Z. S., Cascio, R., & Massiah, C. A. (2014). Explaining student interaction and satisfaction: An empirical investigation of delivery mode influence. Marketing Education Review, 24(3), 227-238.

Kang, M., & Im. T. (2013). Factors of learner-instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301.

Marmon, M., Vanscoder, J., & Gordesky, J. (2014). Online student satisfaction: An examination of preference, asynchronous course elements, and collaboration among online students. Current Issues in Education, 17(3), 1-11.

Moore, M. G. (1993). Three types of interaction. In K. Harry, M. Hohn, & D. Keegan (ed.), Distance education: New perspectives, (pp12-24). London: Routledge.

+References

Schackelford, J. L. & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. The International Review of Research in Open and Distance Learning, 12(4), 228-249.

Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102-120.

Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction, course design, and evaluation in distance education. International Journal of Educational Telecommunications, 6, 339-362.

Zimmerman, T. D. (2012). Learner to content interaction as a success factor in online courses. The International Review of Research in Open and Distance Learning, 13(4), 152-165.