promoting cooperation and collaboration in a web-based learning environment fay sudweeks school of...
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Promoting cooperationPromoting cooperationand collaborationand collaborationin a web-basedin a web-based
learning environmentlearning environment
Fay SudweeksFay SudweeksSchool of Information TechnologySchool of Information Technology
Murdoch University, Perth, AustraliaMurdoch University, Perth, Australia
[email protected]@murdoch.edu.au
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QuestionsQuestions
Can we do more to encourage cooperative and Can we do more to encourage cooperative and collaborative learning among students studying collaborative learning among students studying online?online?
How can we connect students who are studying in How can we connect students who are studying in different modes and in different locations?different modes and in different locations?
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E-LearningE-Learning
Why e-learning?Why e-learning?– Rising costs of educationRising costs of education– Reduced funding for universities (particularly in Reduced funding for universities (particularly in
Australia)Australia)– Demand from students wanting to study off-campus Demand from students wanting to study off-campus
(whether “internal” or “external” students)(whether “internal” or “external” students) Benefits of elearningBenefits of elearning
– Attracting new “offshore” marketsAttracting new “offshore” markets– Ability to develop “packaged” programsAbility to develop “packaged” programs– Reducing inequalities, e.g. access for the disabled, the Reducing inequalities, e.g. access for the disabled, the
elderly elderly
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E-LearningE-Learning
Problems in e-learning:Problems in e-learning:– Learning environment, itself, regarded as “glue” Learning environment, itself, regarded as “glue”
connecting separate educational elements.connecting separate educational elements.
– Little thought given to specific pedagogical strategiesLittle thought given to specific pedagogical strategies
– Lack of appropriate social and collaborative activitiesLack of appropriate social and collaborative activities• Little support for students to build interdependent relationshipsLittle support for students to build interdependent relationships
(Unintended) consequences of e-learning:(Unintended) consequences of e-learning:– Feelings of social isolation in studentsFeelings of social isolation in students
– Paradox:Paradox: communication technologies can separate communication technologies can separate rather than connect students with one another.rather than connect students with one another.
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Cooperation vs CollaborationCooperation vs Collaboration
Cooperative learning:Cooperative learning:• ““a protocol in which the task is, in advance, a protocol in which the task is, in advance, split split
into subtasksinto subtasks that the partners solve that the partners solve independentlyindependently” ” (Dillenbourg and Schneider, 1995)(Dillenbourg and Schneider, 1995)
Collaborative learning:Collaborative learning:• ““where two or more subjects build where two or more subjects build synchronouslysynchronously
and and interactivelyinteractively a joint solution to some problem” a joint solution to some problem” (Dillenbourg and Schneider, 1995)(Dillenbourg and Schneider, 1995)
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Effective cooperation/collaborationEffective cooperation/collaboration
Critical elements Critical elements – learning learning taskstasks– learning learning resourcesresources– learning learning supportssupports
AttributesAttributes– communicationcommunication– interdependenceinterdependence– leadershipleadership– accountabilityaccountability
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E-learning frameworkE-learning framework
Learningtasks
Learningsupports
Activities, problems,interactions used to engage the learners
Scaffolds, structures, encouragement,
motivation, assistance,
connections
After Oliver, 2001, p. 407
Learningresources
Content, information and resources with which learners
interact
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Case StudyCase Study
Organisational InformaticsOrganisational Informatics– Part II undergraduate unitPart II undergraduate unit– EnrolmentEnrolment
• 156 students156 students
– Multimodal and multi-located studentsMultimodal and multi-located students• Modes: part-time, full-time, externalModes: part-time, full-time, external• Locations: Murdoch, Rockingham, International Locations: Murdoch, Rockingham, International
– TopicsTopics• computer-mediated communication, group process, computer-computer-mediated communication, group process, computer-
supported collaborative work, virtual communities, etc.supported collaborative work, virtual communities, etc.
– WebCT learning management systemWebCT learning management system
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Case StudyCase Study
Organisational InformaticsOrganisational Informatics– Assessment: Assessment:
• online tutorial presentationonline tutorial presentation
• online tutorial participationonline tutorial participation
• weekly reflective journalsweekly reflective journals
• research essayresearch essay
• examinationexamination
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E-learning frameworkE-learning framework
Learningtasks
Learningsupports
Activities, problems,interactions used to engage the learners
Scaffolds, structures, encouragement,
motivation, assistance,
connections
Learningresources
Content, information and resources with which learners
interact
Web-Based Learning Environment
GroupBulletinBoards
PrivateEmail
Learning tasks
ResearchEssay
ReflectiveJournals
Whiteboard
Activities, problems,
interactions
Tutors EmailAnd Photo
PresenterGuidelines
Learning Supports
Team WorkGuidelines
Calendar
Scaffolds,structure, motivation
LectureNotes
TutorialTranscripts
Readings
Learning Resources
WebPortal
Content, information, resources
TeamProject
Web-based Learning EnvironmentWeb-based Learning Environment
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Team ProjectTeam Project
Students assigned randomly to project teamsStudents assigned randomly to project teams– 156 students in 10 tutorial groups156 students in 10 tutorial groups
– 4 teams in each tutorial group = 39 project teams4 teams in each tutorial group = 39 project teams
Development of a proposal for a major eventDevelopment of a proposal for a major event– e.g. weddings, funerals, safaris, conferences, product e.g. weddings, funerals, safaris, conferences, product
launches, 21launches, 21stst birthday parties, concerts, movie birthday parties, concerts, movie premiers, store openingpremiers, store opening
AimAim– Effective team work, i.e. communication, Effective team work, i.e. communication,
interdependence, leadership and accountability interdependence, leadership and accountability
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Project ObjectivesProject Objectives
Practical skillsPractical skills– stimulate creativity and skills in project development stimulate creativity and skills in project development – develop knowledge of distributed collaboration (practising what we develop knowledge of distributed collaboration (practising what we
are preaching) are preaching) – experience different modes of communication among virtual team experience different modes of communication among virtual team
members members – evaluate effectiveness of different modes of mediated evaluate effectiveness of different modes of mediated
communication communication – develop skills in presenting information to distant clientsdevelop skills in presenting information to distant clients
Requirements for effective team workRequirements for effective team work– communication, interdependence, leadership, accountabilitycommunication, interdependence, leadership, accountability
Learning can be fun!Learning can be fun!– different (fun) style of assessmentdifferent (fun) style of assessment
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CommunicationCommunication
Team members (4) restricted to text-based Team members (4) restricted to text-based mediated communicationmediated communication– E.g. email, private forums (bulletin boards), chat E.g. email, private forums (bulletin boards), chat
rooms, IRC, ICQ, instant messaging, SMSrooms, IRC, ICQ, instant messaging, SMS AdvantagesAdvantages
– ““level playing field” for multi-mode/multi-located level playing field” for multi-mode/multi-located studentsstudents
– practical application of unit’s theoretical focuspractical application of unit’s theoretical focus Communication diaryCommunication diary
– recorded frequency, length, topic and reflection of each recorded frequency, length, topic and reflection of each communication event.communication event.
Communication DiaryCommunication DiaryA worksheet for each communication type and each group records frequency, time, topic and reflection.
Communication DiaryCommunication DiaryThe overview worksheet automatically updates frequency and time length of each communication event.
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InterdependenceInterdependence
Interdependent roles:Interdependent roles:– ClientClient
– Consultant Consultant
– Researcher Researcher
– PresenterPresenter
Advantages of roles:Advantages of roles:– Facilitated structure of interdependent subtasks Facilitated structure of interdependent subtasks
((cooperationcooperation) and interactivity in problem solving ) and interactivity in problem solving ((collaborationcollaboration))
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InterdependenceInterdependence
ClientClient– Proposes initial ideas for the event, which need to be Proposes initial ideas for the event, which need to be
creative and innovative. creative and innovative. – Provides requirements of what components are to be Provides requirements of what components are to be
included.included.– Provides a budget.Provides a budget.– Evaluates consultant's two alternative plans for the Evaluates consultant's two alternative plans for the
event, chooses one, and provides a rationale for the event, chooses one, and provides a rationale for the selection.selection.
– Evaluates and approves detailed budget.Evaluates and approves detailed budget.
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InterdependenceInterdependence
ConsultantConsultant– Develops two alternative plans for the event.Develops two alternative plans for the event.
– Advises the client to choose the better plan, giving Advises the client to choose the better plan, giving clear reasons why it is superior. Both plans, though, are clear reasons why it is superior. Both plans, though, are within the guidelines provided by the client.within the guidelines provided by the client.
– Provides a detailed costing for the selected plan.Provides a detailed costing for the selected plan.
– Provides steps for implementation.Provides steps for implementation.
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InterdependenceInterdependence
ResearcherResearcher– Keeps a diary of the communication among team Keeps a diary of the communication among team
members including: members including: • Time spent on different communication channels Time spent on different communication channels
• Frequency of messages on each channel Frequency of messages on each channel
• Main topic of communication Main topic of communication
• Reflection on the effectiveness of each communication Reflection on the effectiveness of each communication channel channel
– Prepares a graphical representation of this information Prepares a graphical representation of this information to be included in the presentation.to be included in the presentation.
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InterdependenceInterdependence
PresenterPresenter– Organises material into a PowerPoint presentation.Organises material into a PowerPoint presentation.
• Includes information from the researcher for the firm’s billing Includes information from the researcher for the firm’s billing purposes and for improving the quality of the firm's service for purposes and for improving the quality of the firm's service for future clients.future clients.
– Demonstrates creative and innovative ideas Demonstrates creative and innovative ideas appropriately to “sell” the plan to the client.appropriately to “sell” the plan to the client.
– Presents the project online to the tutorial group in the Presents the project online to the tutorial group in the last week of semester.last week of semester.
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LeadershipLeadership
Team memberTeam member– Suggested that the team member who was the Suggested that the team member who was the
ResearcherResearcher be responsible for keeping the project be responsible for keeping the project moving forwardmoving forward
• Practical since researcher was monitoring all communicationPractical since researcher was monitoring all communication
Tutor and unit coordinatorTutor and unit coordinator– More of a monitoring roleMore of a monitoring role
– Access to most communication and able to resolve any Access to most communication and able to resolve any potential conflictspotential conflicts
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AccountabilityAccountability
Communication archivesCommunication archives– Available to all team members (bulletin boards, private Available to all team members (bulletin boards, private
forums, chat rooms)forums, chat rooms) Peer-assessment of individual team member Peer-assessment of individual team member
contributioncontribution– Default assessment was equal distribution of marks Default assessment was equal distribution of marks
among team membersamong team members– Option for the team to request unequal distribution Option for the team to request unequal distribution
(communication archives provided partial evidence of (communication archives provided partial evidence of unequal participation)unequal participation)
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CommunicationCommunication
Frequency of communication mediaFrequency of communication media– Asynchronous media used most frequentlyAsynchronous media used most frequently
• Email (41%), private forums (bulletin board) (20%)Email (41%), private forums (bulletin board) (20%)
– Some notable exceptions:Some notable exceptions:• One team used instant messaging almost exclusively (95% of One team used instant messaging almost exclusively (95% of
all communication compared with average of 5% across all all communication compared with average of 5% across all teams)teams)
• One team used SMS extensively (64% of all communication One team used SMS extensively (64% of all communication compared with average of 5% across all teams)compared with average of 5% across all teams)
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CommunicationCommunication
Frequency of Communication Media
SMS5%
InstantMessaging
5%ICQ12%
IRC3%
WebCTChat10%
BulletinBoard20%
WebCTMail4%
Email41%
Average across 39 teamsAverage across 39 teams
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CommunicationCommunication
Duration of communication mediaDuration of communication media– Average time: 460 minutes (~7½ hours)Average time: 460 minutes (~7½ hours)
– Shortest time: 41 minutesShortest time: 41 minutes
– Longest time: 1,978 minutes (~33 hours)Longest time: 1,978 minutes (~33 hours)
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Communication SummaryCommunication Summary
Duration of Communication Media
SMS1%
Instant Messaging
4%ICQ11%
IRC8%
WebCTChat33%
Bulletin Board11%
WebCTMail2%
Email30%
Average across 39 teamsAverage across 39 teams
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SurveySurvey
Students surveyed at end of semester.Students surveyed at end of semester. Asked for a rating on 20 questions related to:Asked for a rating on 20 questions related to:
– Team communicationTeam communication
– Team dynamicsTeam dynamics
– Perceptions of the team projectPerceptions of the team project
– Perceptions of e-learningPerceptions of e-learning
Plus commentsPlus comments
The degree of interaction was very high (49%)
I learned more about other team members than I would have in a ftf team (47%)
Getting in touch with team members was easy (35%)
Agree35%
No opinion24%
Disagree41%
Agree47%
No opinion27%
Disagree26%
Agree49%
No opinion39%
Disagree12%
Team communicationTeam communication
Reaching consensus was easy (56%)
I enjoyed working with this team (61%)
Agree56%
No opinion26%
Disagree18%
Agree61%
No opinion25%
Disagree14%
Team dynamicsTeam dynamics
Disagree16%
No opinion37%
Agree47%
I appreciated the cultural diversity of the student population more (47%)(12 different cultures reported by teams)
Project guidelines were clear (76%)
Able to work independently on own tasks (70%)
Project was a positive experience (61%)
ProjectProject
Agree61%
No opinion29%
Disagree10%
Worked independently
Agree76%
No opinion16%
Disagree8%
Worked independently
Agree76%
No opinion16%
Disagree8%
Reaching consensus was easy
Agree70%
No opinion16%
Disagree14%
Reaching consensus was easy
Agree70%
No opinion16%
Disagree14%
Effective learning experience (78%)
Comfortable with communication being monitored (51%)
WebCT encourages active learning (74%)
E-LearningE-Learning
Agree78%
No opinion16%
Disagree6%
Agree74%
No opinion22%
Disagree4%
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CommentsComments
PositivePositive
– ““I think that the online team is a great idea for university I think that the online team is a great idea for university courses. Why: Its so easy to see who is at meetings, record courses. Why: Its so easy to see who is at meetings, record minutes, have tasks pinpointed. You have time to think minutes, have tasks pinpointed. You have time to think before answering via email and the ability to get good before answering via email and the ability to get good written feedback. Maybe I was lucky in that the team I was written feedback. Maybe I was lucky in that the team I was part of was excellent. So far it has been one of the best part of was excellent. So far it has been one of the best group experiences.”group experiences.”
– ““No fights only good discussions, everyone has done their No fights only good discussions, everyone has done their bit excellently, it has been a pleasure to work in this team.” bit excellently, it has been a pleasure to work in this team.”
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CommentsComments
Negative Negative
– ““Communication was difficult because not all group Communication was difficult because not all group members could access all channels.”members could access all channels.”
– ““One of the team members was a bit difficult to get in One of the team members was a bit difficult to get in touch with – took several days before he answered touch with – took several days before he answered email and he did not show up in the chat room.” email and he did not show up in the chat room.”
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EvaluationEvaluation
Student self-reports Student self-reports – Overall satisfaction with the projectOverall satisfaction with the project
Project grades Project grades – More than two-thirds (69%) of the teams attained a More than two-thirds (69%) of the teams attained a
higher grade (D or HD)higher grade (D or HD)
ConflictsConflicts– 7 of the 39 teams requested variation in grading7 of the 39 teams requested variation in grading
• 2 teams requested 1 member receive a grade less2 teams requested 1 member receive a grade less
• 2 teams requested 1 member receive a pass grade2 teams requested 1 member receive a pass grade
• 3 teams requested 1 member receive a fail3 teams requested 1 member receive a fail
Example Project EventExample Project Event
Homer’s FuneralHomer’s FuneralMarilyn Ranford, Timothy Geldard, Kelwin Chan, Veronica MalmoeMarilyn Ranford, Timothy Geldard, Kelwin Chan, Veronica Malmoe
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ConclusionsConclusions
CooperationCooperation– Students felt a sense of Students felt a sense of autonomyautonomy in working on in working on
subtasks as well as working interdependently with team subtasks as well as working interdependently with team members. Most students found the teamwork a members. Most students found the teamwork a positive positive experienceexperience despite some members not working as well despite some members not working as well as the rest of the team.as the rest of the team.
CollaborationCollaboration– The majority of teams were The majority of teams were congenialcongenial. More than half . More than half
of the teams found it easy to reach consensus in of the teams found it easy to reach consensus in problem solving, enjoyed working together and problem solving, enjoyed working together and expressed interest in meeting face-to-face.expressed interest in meeting face-to-face.
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ConclusionsConclusions
Design of web-based learning environmentDesign of web-based learning environment– Include elements of tasks, resources and supports.Include elements of tasks, resources and supports.
Teamwork attributesTeamwork attributes– Integrate key attributes of communication, Integrate key attributes of communication,
interdependence, leadership and accountabilityinterdependence, leadership and accountability
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Further considerationsFurther considerations
So … perfect? No, not quite …So … perfect? No, not quite …
Team compositionTeam composition– Consider incorporating an initial skills matrix to match Consider incorporating an initial skills matrix to match
students of similar students of similar work habitswork habits (e.g. JIT), preferences (e.g. JIT), preferences (different streams) and grade expectations.(different streams) and grade expectations.
ComparisonComparison– Compare results with different student cohort (in 2003).Compare results with different student cohort (in 2003).