4/29/14  

1  

Managing Group Work Online

April 30, 2014

Dr. Lujean Baab Senior Director Networked Learning Design & Strategies (NLDS) TLOS Virginia Tech

lbaab@vt.edu

•  Discuss a model for project-based group work project-

based in online courses

•  Explore strategies for assessing group work online

•  Investigate an opportunity to collaborate and contribute

to research on group work in online courses.

Outcomes

Ø  Introduction Ø Why use group work online Ø What have you done? Ø Research-based model Ø  Tech talk Ø Making the grade Ø What will you do? Ø  Join the fun

4/29/14  

2  

Tell us about you….

•  Higher Ed Faculty •  K-12 Teachers

•  Using  group  work  now    •  Online?  

•  Instructional designers •  instructional technologists •  Administrators •  Others

Increase student-student interaction Increase skills in collaborating at a distance Impart life-long learning skills Increase group knowledge creation & sharing Response to challenges of academic integrity

ü  Address verification of test taker ü  Reduce potential for cheating

Why do we do this?

Quick review of the research §  Collaborative, project based assignment in

online course required for M.Ed. §  Graduate students working or desiring to

work with Instructional Technology in K-12 or teacher preparation programs

§  12-week course

4/29/14  

3  

•  Utilized assignment in four sessions over two years

•  Classes capped at 15 students each

•  52 students participating

•  13 groups with 3-5 members per group

•  Multi-part assignment (grade points for each part)

•  Total assignment worth 50% of grade    

The numbers….

•  Students working in K-12 environments

•  Tuition reimbursement based upon grades

•  Some working in same school or location but

not usually on same team (twice)

•  Some knew each other before class

About the students….

EMPOWERING  STUDENTS  

Lay foundation for classroom community based on six “key elements” - Palloff & Pratt (1999) Building Learning Communities in Cyberspace.

Students are empowered to be open and honest in their communication and their assessment of themselves and others in a manner that is respectful and relevant to the purpose of the activity and that is responsive to the needs and best interests of classmates and the class as a whole

4/29/14  

4  

EMPOWERING  STUDENTS  

•  Roles in group •  defined by assignment •  negotiated by students within each team

•  Open approach – •  all work visible to all students

•  Multiple means of communication/collaboration •  Limited choices of tech to level playing field

•  Pre / Post survey •  Mid-point survey on student satisfaction •  Discussion forums •  Assignment elements

•  Self analysis •  Peer review •  Presentation on experience

•  Teacher/Researcher notes from emails/phone calls/ web conferences/ office hours

Data collection

ANALYSIS  AND  RESULTS  

 

•  A#tudes  and  percep.ons  changed  •  Students  self-­‐reported  increase  in  skills    and  new  skills  

acquired  •  Students  viewed  outcomes  as  jointly  owned  •  Students  compelled  to  contribute  in  response  to  

teammate(s)  concerns  •  Students  were    honest  in  self  and  peer  review  

4/29/14  

5  

ANALYSIS  AND  RESULTS  

 

•  Students  cri.cal  of  the  .me  required  for  assignment  •  Students  unhappy  with  the  percentage  of  grade    made  

up  by  elements  of  assignment  •  Students  thought  focus  was  on  process,  not  outcome  •  Students  desire  ability  to  choose  technology  &  

         did  not  like  limita.ons  

Student  Comments  

“It seems that she (faculty) was more interested in whether we followed directions than in whether we learned anything”

“It seemed like we were teaching ourselves and we did all the work – she only had to fill in the rubrics!”

“She is really a control freak – everything was described down to the smallest detail and, even though she said we were ‘empowered’, we had to follow all these directions!”

14

Student  Comments  

“ I know now that I can do this, I can work in a group online – it’s not as scary once you do it”

“I really liked the self –analysis and the peer review. I got a chance to say what I really felt”

“I’m going to suggest that our teaching group do our stuff online from now on – we don’t have to give up time at home to get things done. I can show them how to do it.”

4/29/14  

6  

“We should be able to use any and all the tech we choose – there should be no limits and no requirements on that”

Technologies  used:  

•  LMS Course Site •  Wiki (www.wikispaces.com)

– Discussion and communication area •  Course Site Discussion •  Google Docs •  Course Site Chat •  Web conference •  MSOffice Software

17

•  Faculty time invested •  Assignment/negotiation of roles in groups •  Monitoring progress •  Fair assessment of individual contribution

Other concerns

4/29/14  

7  

•  Strategies and rubrics •  Peer assesment •  Self assessment •  Participation grade •  Control and contribution

Grading the one and the whole

•  Keys for Success •  Planning your group work project

Let’s try this….

Join us: http://tinyurl.com/GroupWorkOnlineForm Dr. Lujean Baab Senior Director Networked Learning Design & Strategies (NLDS) TLOS Virginia Tech

lbaab@vt.edu