developing collaboration in online courses: a study of synchronous & asynchronous
TRANSCRIPT
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
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
Agenda
• Context• Role of Social Presence • Elements of Structured Group Activities
• Student Perception Data
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
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
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)
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
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 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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
Late Middle - Cool Tool Duel
Phase Assignment Roles/Collaboration Tool
Feedback/Monitoring
participationGrading Rubric
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
Late Middle -
Book Club
Phase Assignment Roles/Collaboration Tool
Feedback/Monitoring
participationGrading Rubric
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
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
Art
icle
– P
eer
Feed
back
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
Colla
bora
tive
Pre
senta
tion
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.
[Google Presentation - Cell Phone Fairy Tale]
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
Late Middle - Cool Tool Duel
Phase Assignment Roles/Collaboration Tool
Feedback/Monitoring
participationGrading Rubric
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
Cool To
ol D
uel
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 6.00
Asyncronous
Syn-chronous
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
Late Middle -
Book Club
Phase Assignment Roles/Collaboration Tool
Feedback/Monitoring
participationGrading Rubric
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
Noreen Barajas-Murphy, M.Ed., Jessica Decker, Ed.D.
Book C
lub
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 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.”
Initial Results/Themes
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.”
Initial Results/Themes
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