examining achievement and satisfaction using cooperative & collaborative strategies in blended...
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Presentation by Christine Nickel for the 2012 Distance Teaching and Learning Conference, Madison, WITRANSCRIPT
EXAMINING ACHIEVEMENT AND SATISFACTION USING COOPERATIVE & COLLABORATIVE STRATEGIES IN BLENDED & ONLINE ENVIRONMENTS
Dr. Christine NickelRegent University
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)?
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
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
ECI 430/530
4 groups:
Blended Online
Cooperative Blended Cooperative Online Cooperative
Collaborative Blended Collaborative Online Collaborative
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
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
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
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
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
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?
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
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
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
Teaching Presence
TP subscale: Design & Organization Significant interaction, F(1,178) = 5.002, p<.05, 2=.027
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
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.