ERIC EJ1133614: Facilitating Collaboration in Online Groups

1.2 MB·English

by  ERIC

FACILITATING COLLABORATION IN ONLINE GROUPS
Geralyn E. Stephens, Wayne State University
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ABSTRACT
Demonstrating the ability to collaborate effectively is essential for students moving into 21st century
workplaces. Employers are expecting new hires to already possess group-work skills and will seek evidence
of their ability to cooperate, collaborate, and complete projects with colleagues, including remotely
or at a distance. Instructional activities and assignments that provide students with a variety of ways
to engage each other have a direct and immediate effect on their academic performance. This paper
shares the Facilitating Collaboration in Online Groups (FCOG) instructional planning strategy. The
strategy is designed for faculty use and familiarizes students with the process and technology necessary
to collaborate effectively in online classroom groups. The strategy utilizes proven teaching techniques to
maximize student-student and student-content relationships. Each of the four (4) sequential phases in the
FCOG instructional planning strategy are discussed: 1) Creating Groups, 2) Establishing Expectations,
3) Communication Tools, and 4) Assignments and Activities. The discussion also contains implementation
suggestions as well as examples of instructional assignments and activities that provide students with a
variety of ways to collaborate to reach the learning outcomes.
Keywords: distance education, collaborative strategies, online learning
INTRODUCTION deserve, it is important for faculty to identify,
Online programs and courses are quickly examine, and explore instructional strategies for
becoming go-to options for students seeking use in the online classroom, including group or
postsecondary credentials and degrees. In the fall team activities, assignments, and assessments that
term of 2003, slightly more than 10 % of college continuously move students towards the course’s
and university students were enrolled in online learning outcomes.
courses; however, by the fall term of 2011, that Academic success can be positively impacted
rose to over 30 %. Also of note, Allen and Seaman by students’ level of engagement with the content,
(2014) reported that nearly all public institutions their peers, and faculty (Astin, 1999; Handelsman,
offer online courses and over 80 % offer complete Briggs, & Sullivan, 2005; Kuh, 2003; Liu, Magjunka,
online programs. They indicated the number of Bonk, & Lee, 2007). Instructional activities and
students seeking such options had tripled within the assignments that provide students with a variety
preceding decade (Allen & Seaman, 2013). More of ways to engage with the course have a direct
(cid:76)(cid:80)(cid:83)(cid:82)(cid:85)(cid:87)(cid:68)(cid:81)(cid:87)(cid:79)(cid:92)(cid:15)(cid:3)(cid:81)(cid:72)(cid:68)(cid:85)(cid:79)(cid:92)(cid:3)(cid:26)(cid:19)(cid:3)(cid:8)(cid:3)(cid:82)(cid:73)(cid:3)(cid:70)(cid:75)(cid:76)(cid:72)(cid:73)(cid:3)(cid:68)(cid:70)(cid:68)(cid:71)(cid:72)(cid:80)(cid:76)(cid:70)(cid:3)(cid:82)(cid:73)(cid:191)(cid:70)(cid:72)(cid:85)(cid:86)(cid:3) impact on their academic performance. Multiple
believe that “online education is critical to the communication channels, including student-student
(cid:79)(cid:82)(cid:81)(cid:74)(cid:16)(cid:87)(cid:72)(cid:85)(cid:80)(cid:3)(cid:86)(cid:87)(cid:85)(cid:68)(cid:87)(cid:72)(cid:74)(cid:92)(cid:3)(cid:82)(cid:73)(cid:3)(cid:62)(cid:87)(cid:75)(cid:72)(cid:76)(cid:85)(cid:64)(cid:3)(cid:76)(cid:81)(cid:86)(cid:87)(cid:76)(cid:87)(cid:88)(cid:87)(cid:76)(cid:82)(cid:81)(cid:180)(cid:3)(cid:11)(cid:36)(cid:79)(cid:79)(cid:72)(cid:81)(cid:3)(cid:9)(cid:3) and instructor-student communication tools, also
Seaman, 2013, p. 16). With such interest, it is clear positively impact levels of student engagement
that online instruction has a growing role in higher (cid:11)(cid:39)(cid:76)(cid:91)(cid:86)(cid:82)(cid:81)(cid:15)(cid:3)(cid:21)(cid:19)(cid:20)(cid:19)(cid:12)(cid:17)(cid:3)(cid:48)(cid:82)(cid:86)(cid:87)(cid:3)(cid:86)(cid:88)(cid:70)(cid:70)(cid:72)(cid:86)(cid:86)(cid:73)(cid:88)(cid:79)(cid:3)(cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:82)(cid:85)(cid:86)(cid:3)(cid:68)(cid:87)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)
education and is here to stay. However, in order to postsecondary level have learned to successfully
deliver the educational opportunities that students engage with their students in the traditional
JOURNAL OF EDUCATORS ONLINE
classroom, but facilitating engagement in online may also contribute to a feeling of community and
classrooms entails a different set of skills and connectedness (Ouzts, 2006; Rovai, 2002; Lao &
knowledge. Gonzales, 2005; Chapman, Romondt, & Smile,
This paper describes how instructors might 2005).
further engage their students by implementing Faculty also play a crucial role in students’
the four (4) sequential phases of the FCOG knowledge construction, in part because they design
instructional planning strategy: 1) Creating Groups, and scaffold peer interactions and collaboration
2) Establishing Expectations, 3) Communication assignments and activities. The FCOG strategy
Tools, and 4) Assignments and Activities. incorporates the concepts of scaffolding instruction
(Bruner, 1961) as a foundation. Scaffolding
LITERATURE REVIEW
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Facilitating Collaboration in Online Groups of prompted content, materials, tasks, and teacher
(FCOG) Design Framework (cid:68)(cid:81)(cid:71)(cid:3)(cid:83)(cid:72)(cid:72)(cid:85)(cid:3)(cid:86)(cid:88)(cid:83)(cid:83)(cid:82)(cid:85)(cid:87)(cid:3)(cid:87)(cid:82)(cid:3)(cid:82)(cid:83)(cid:87)(cid:76)(cid:80)(cid:76)(cid:93)(cid:72)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:76)(cid:81)(cid:74)(cid:180)(cid:3)(cid:11)(cid:39)(cid:76)(cid:70)(cid:78)(cid:86)(cid:82)(cid:81)(cid:15)(cid:3)
The 21st century workplace is everywhere. It Chard, & Simmons, 1993, p. 12). Tallent-Runnels
is not uncommon for teams to work on projects and colleagues’ (2006) research shows that
and assignments from different geographical scaffolding the learning process for students is an
locations using the internet and digital devices to effective instructional strategy. Instructors design
communicate. Providing students with opportunities activities and assignments that provide learners with
to enhance group-work skills—both interpersonal an opportunity to learn through a social process
and those related to the necessary technology— where individual knowledge is built, supported,
is a cornerstone of the Facilitating Collaboration or constructed through interactions with others
in Online Groups (FCOG) strategy. While the in the educational setting (van de Pol, Volman,
ideas presented here are not new, they echo the & Beishuizen, 2010). Scaffolding instructional
tradition of social constructivism. The theorists (cid:72)(cid:91)(cid:83)(cid:72)(cid:85)(cid:76)(cid:72)(cid:81)(cid:70)(cid:72)(cid:86)(cid:3)(cid:75)(cid:68)(cid:86)(cid:3)(cid:69)(cid:72)(cid:72)(cid:81)(cid:3)(cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:191)(cid:72)(cid:71)(cid:3)(cid:76)(cid:81)(cid:3)(cid:85)(cid:72)(cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:3)(cid:68)(cid:86)(cid:3)(cid:82)(cid:81)(cid:72)(cid:3)
who championed social constructivism (Bandura, (cid:90)(cid:68)(cid:92)(cid:3) (cid:87)(cid:82)(cid:3) (cid:83)(cid:82)(cid:86)(cid:76)(cid:87)(cid:76)(cid:89)(cid:72)(cid:79)(cid:92)(cid:3) (cid:76)(cid:81)(cid:192)(cid:88)(cid:72)(cid:81)(cid:70)(cid:72)(cid:3) (cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3) (cid:76)(cid:81)(cid:87)(cid:72)(cid:85)(cid:68)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)
(cid:20)(cid:28)(cid:27)(cid:25)(cid:30)(cid:3)(cid:37)(cid:85)(cid:88)(cid:81)(cid:72)(cid:85)(cid:15)(cid:3)(cid:20)(cid:28)(cid:25)(cid:25)(cid:30)(cid:3)(cid:39)(cid:72)(cid:90)(cid:72)(cid:92)(cid:15)(cid:3)(cid:20)(cid:28)(cid:22)(cid:27)(cid:30)(cid:3)(cid:57)(cid:92)(cid:74)(cid:82)(cid:87)(cid:86)(cid:78)(cid:92)(cid:15)(cid:3)(cid:20)(cid:28)(cid:26)(cid:27)(cid:12)(cid:3) in online collaborative learning communities
were almost certainly talking about face-to-face (cid:11)(cid:46)(cid:88)(cid:85)(cid:68)(cid:69)(cid:68)(cid:70)(cid:68)(cid:78)(cid:15)(cid:3)(cid:21)(cid:19)(cid:19)(cid:24)(cid:30)(cid:3)(cid:48)(cid:72)(cid:92)(cid:72)(cid:85)(cid:86)(cid:15)(cid:3)(cid:39)(cid:68)(cid:89)(cid:76)(cid:86)(cid:15)(cid:3)(cid:9)(cid:3)(cid:37)(cid:82)(cid:87)(cid:87)(cid:76)(cid:15)(cid:3)(cid:21)(cid:19)(cid:19)(cid:21)(cid:30)(cid:3)
interactions, but their ideas are no less applicable in Simpson, 2005; Tremblay, 2005; Wei & Chen,
the online environment. 2006).
In the FCOG strategy, peer collaboration is
METHODOLOGY
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assignment rather than individually on different Implementing the Facilitating Collaboration in
Online Groups (FCOG) Strategy
components of the same assignments. Students
There are four (4) sequenced phases in the
equally share status and their collective instructional
FCOG strategy for planning instruction. Phase
goal is to produce evidence they have moved beyond
1 entails creating a group set and themed groups
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using self-enrollment. Phase 2 provides instructors
Roschelle & Teasley, 1995). Research supports the
with suggestions on how to detail the operational
positive impact of peer collaboration, an aspect of
and performance expectations for groups and
social constructivism, on student learning (Chan,
the individual members within the groups. In
2001; Webb & Farivar, 1999, Webb, Farivar, &
Phase 3, instructors are provided with web-based
Mastergeorge, 2002). Colbert, Campbell, and
communication tools and pedagogical suggestions
Bjorklund (2000) shared that collaboration can be
to help students use them effectively. Finally,
used “to encourage students to work together as they
Phase 4 provides more examples and illustrations
apply course materials to answer questions, solve
of assignments and activities that use the FCOG
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strategy.
(1999) and McConnell (2006) suggested that peer
interactions can enhance learning and stimulate Phase 1: Creating a FCOG group set and themed-
an increase in knowledge comprehension and the groups.
acquisition of competent skills. Collaboration (cid:55)(cid:75)(cid:72)(cid:3)(cid:191)(cid:85)(cid:86)(cid:87)(cid:3)(cid:83)(cid:75)(cid:68)(cid:86)(cid:72)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:41)(cid:38)(cid:50)(cid:42)(cid:3)(cid:86)(cid:87)(cid:85)(cid:68)(cid:87)(cid:72)(cid:74)(cid:92)(cid:3)(cid:76)(cid:86)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)
tasks that include group projects and assignments online instructor to create formal groups of students
JOURNAL OF EDUCATORS ONLINE
for collaboration purposes. The instructor will need themed-group name, the description appears. This
to decide how many individual groups are needed information helps them to decide in which group
and the maximum number of students within each they would like to self-enroll.
group. The groups can be created one at a time or all Although students are grouped, most LMS
at once using the multiple group creation template allow for monitoring and grading of group and
called Group Set. However, each group should individual activities, assignments, and assessments.
allow a self-enrollment option for students to choose For example, in the Blackboard LMS, instructors
which group to join based upon their own interest. can choose to view all of one student’s contributions
The majority of Learning Management Systems at once or to view the interactions of all group
(LMS) provide instructors with an option to create members chronologically. In addition, in most
student groups with a self-enroll feature. The LMS, instructors also have the option of activating
membership self-enrollment option helps to promote collaboration features, such as Blogs, Wikis, and
a sense of culture and identity among group members (cid:41)(cid:76)(cid:79)(cid:72)(cid:3)(cid:54)(cid:75)(cid:68)(cid:85)(cid:76)(cid:81)(cid:74)(cid:15)(cid:3)(cid:76)(cid:81)(cid:3)(cid:68)(cid:71)(cid:71)(cid:76)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:87)(cid:82)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:39)(cid:76)(cid:86)(cid:70)(cid:88)(cid:86)(cid:86)(cid:76)(cid:82)(cid:81)(cid:3)(cid:37)(cid:82)(cid:68)(cid:85)(cid:71)(cid:15)(cid:3)
and knowledge sharing often proceeds informally for group collaboration. These features can be
and naturally when students are provided with added during the initial setup, but they can also
this option (Hara & Hew, 2007). In addition, Cela, be activated when or if the instructor determines
Sicilia, and Sánchez’s (2015) research supports the if these instructional tools will be useful for an
idea that adult online learners will collaborate more individual group or the entire group set.
with their peers if the topic preferences are of their Phase 2: Establishing FCOG expectations.
own choosing (p. 295). In other words, much like In addition to guiding students through how
in face-to-face environments, allowing for choice to self-enroll in one of the themed groups, the
and accommodating interests tends to increase Facilitation Collaboration in Online Groups
engagement. Expectations activity provides them with
Using default settings, the creation of the
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individual groups and/or group set is done working in groups to achieve collective goals. Most
automatically in most LMS systems and the system college students have worked in face-to-face groups
simply names each group sequentially (i.e., Group to complete course assignments and projects. Some
1, Group 2, Group 3, etc.). However, instructors are may even have had previous experience working
able to change the default generic group names to with groups in other online courses. While group
something that relates to some aspect of the course’s work is a frequently used instructional strategy in
content. This naming convention, called themed- face-to-face instruction, the parameters of group
groups, further provides students an opportunity to work differ from course to course and there are
align themselves with an area of personal interest. no universally accepted parameters for optimizing
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the instructor to edit the generic group names. For uniform expectations and provide students with
example, for an educational technology course, essential group-work skills, instructors should
there might be themed-groups entitled: K-2 Interest; (cid:76)(cid:71)(cid:72)(cid:81)(cid:87)(cid:76)(cid:73)(cid:92)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:86)(cid:75)(cid:68)(cid:85)(cid:72)(cid:3)(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3)(cid:83)(cid:68)(cid:85)(cid:68)(cid:80)(cid:72)(cid:87)(cid:72)(cid:85)(cid:86)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:90)(cid:82)(cid:85)(cid:78)(cid:76)(cid:81)(cid:74)(cid:3)
Elementary Interest; Middle School Interest; with others as a member of an online community as
High School Interest; K-12 Music, Art & Physical a course activity.
Education Interest; and Special Education Interest. There are several web-based resources that
Figure 1 provides an illustration of a group set and (cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:82)(cid:85)(cid:86)(cid:3) (cid:80)(cid:68)(cid:92)(cid:3) (cid:191)(cid:81)(cid:71)(cid:3) (cid:88)(cid:86)(cid:72)(cid:73)(cid:88)(cid:79)(cid:3) (cid:90)(cid:75)(cid:72)(cid:81)(cid:3) (cid:72)(cid:86)(cid:87)(cid:68)(cid:69)(cid:79)(cid:76)(cid:86)(cid:75)(cid:76)(cid:81)(cid:74)(cid:3)
its individual themed-groups. Next, the instructor expectations. For example, Fishman (2012) and
may wish to add descriptions to each themed-group Mazur (2015) discuss group projects from the student
that shares the group’s distinct attributes. The perspective and share techniques that students can
following is a description for the K-2 Interest group: employ to successfully work in groups. There are
“This Professional Learning Community, (PLC) also brief videos available online that reinforce
K-2 Interest, is for students interested in learning strategies for working effectively in groups, such as
more about the use of educational technology tools the Janux Youtube video (Janux, 2014). In addition,
and mobile resources with students in Kindergarten Rollag (2006) created an interactive webinar, the
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helps students identify roles and responsibilities informed of this expectation through activities like
within their group, helping them to avoid potential those just described and they should be provided
(cid:70)(cid:82)(cid:81)(cid:192)(cid:76)(cid:70)(cid:87)(cid:3)(cid:79)(cid:68)(cid:87)(cid:72)(cid:85)(cid:3)(cid:82)(cid:81)(cid:17)(cid:3) with an option to withdraw from the course without
In the FCOG strategy, to help ensure that all penalty should they choose. An announcement can
students have demonstrated they are familiar with be posted in the LMS and sent via email that might
the expectations, access to other course activities is read as follows:
prohibited until a score of 80 % or better is attained
Important Notice: Not everyone welcomes
on a multiple choice exam of course expectations for
collaborative experiences; however, group
group interaction. The adaptive release functionality
assignments and activities are used as an
of most LMS can be used to establish this temporary
instructional strategy extensively in this
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online course. If you are truly apprehensive
the FCOG Expectation activity that takes students
about online collaboration and would
through the various resources that they need to read
rather choose the face-to-face section of this
and view. It also describes the quiz they must pass
course, the withdraw/add period extends
before continuing on with the module and course.
through WEDNESDAY, SEPTEMBER 14,
Although the exact resources selected will likely
2016. You may withdraw from the online
vary depending on course expectations, it should be
section(s) and add the face-to-face section
noted that the resources should contain hyperlinks,
without penalty on or before this date.
opening in new browser windows, within the actual
assignment. This allows students to move through Phase 3: FCOG communication tools.
materials in the order that the instructor intends and Providing students with choices in
to easily revisit materials as needed. Alternatively, communication tools is critical to successful group
(cid:87)(cid:75)(cid:72)(cid:3)(cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:82)(cid:85)(cid:3)(cid:80)(cid:68)(cid:92)(cid:3)(cid:90)(cid:76)(cid:86)(cid:75)(cid:3)(cid:87)(cid:82)(cid:3)(cid:83)(cid:85)(cid:82)(cid:89)(cid:76)(cid:71)(cid:72)(cid:3)(cid:68)(cid:81)(cid:3)(cid:68)(cid:88)(cid:71)(cid:76)(cid:82)(cid:3)(cid:191)(cid:79)(cid:72)(cid:3)(cid:87)(cid:82)(cid:3) work. A segment at the beginning of the course
accompany the written directions or create a video should be devoted to providing them with options
containing captions to accommodate universal to communicate with group members both within
design principles. and outside the LMS. Instructors might consider
Using the Professional Learning Communities (cid:68)(cid:70)(cid:87)(cid:76)(cid:89)(cid:76)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3)(cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:88)(cid:86)(cid:72)(cid:3)(cid:39)(cid:76)(cid:86)(cid:70)(cid:88)(cid:86)(cid:86)(cid:76)(cid:82)(cid:81)(cid:3)(cid:37)(cid:82)(cid:68)(cid:85)(cid:71)(cid:3)(cid:73)(cid:82)(cid:85)(cid:88)(cid:80)(cid:86)(cid:15)(cid:3)(cid:68)(cid:3)(cid:87)(cid:72)(cid:91)(cid:87)(cid:16)
(PLC) group set example, another possible based LMS communication tool, to assess students’
component of the self-enroll activity may require prior content knowledge and to help align students’
students to read articles related to the effectiveness of expectations with course outcomes (Stephens,
PLC teams and view videos related to PLC concepts. 2015). Also, Icebreakers, using the discussion
There are many YouTube videos produced by PLC board feature, can be used to familiarize students
teams that can be embedded within the activity. with each other and the discussion board as a
To further highlight the importance of PLCs, you communication tool. Icebreaker assignments can
may invite a local school principal to share views also provide students with opportunities to learn
about the importance of PLC teams through a short more about the academic interests and backgrounds
video that relates directly to classroom instruction. of members of their groups. While instructors can
Figure 3 contains an illustration of the directions certainly design their own icebreaker activities
for the Joining a Professional Learning Community (cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3) (cid:87)(cid:82)(cid:3) (cid:70)(cid:82)(cid:88)(cid:85)(cid:86)(cid:72)(cid:3) (cid:70)(cid:82)(cid:81)(cid:87)(cid:72)(cid:81)(cid:87)(cid:15)(cid:3) (cid:53)(cid:76)(cid:70)(cid:72)(cid:3) (cid:68)(cid:81)(cid:71)(cid:3) (cid:54)(cid:87)(cid:68)(cid:71)(cid:87)(cid:3) (cid:11)(cid:81)(cid:17)(cid:71)(cid:17)(cid:12)(cid:3)
activity, which is also a key component in the have compiled a set of icebreakers for use (as is or
process of establishing FCOG expectations. Like (cid:80)(cid:82)(cid:71)(cid:76)(cid:191)(cid:72)(cid:71)(cid:12)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:68)(cid:71)(cid:88)(cid:79)(cid:87)(cid:86)(cid:3)(cid:76)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3)(cid:70)(cid:79)(cid:68)(cid:86)(cid:86)(cid:85)(cid:82)(cid:82)(cid:80)(cid:30)(cid:3)(cid:72)(cid:68)(cid:70)(cid:75)(cid:3)
the previous activity, the URLs for the videos of the icebreakers contains a detailed lesson plan
referenced are hyperlinked and open in new browser with everything needed to implement the activity.
windows when students click on them. While many instructors choose communication
Even after completing these activities, there resources internal to the LMS for the sake of
may be students who do not recognize or appreciate simplicity, there are many free, web-based group
(cid:87)(cid:75)(cid:72)(cid:3) (cid:69)(cid:72)(cid:81)(cid:72)(cid:191)(cid:87)(cid:86)(cid:3) (cid:82)(cid:73)(cid:3) (cid:90)(cid:82)(cid:85)(cid:78)(cid:76)(cid:81)(cid:74)(cid:3) (cid:90)(cid:76)(cid:87)(cid:75)(cid:3) (cid:82)(cid:87)(cid:75)(cid:72)(cid:85)(cid:86)(cid:3) (cid:76)(cid:81)(cid:3) (cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3) communication resources available for student
groups (Keyton, 1994; Schullery & Gibson, 2001). groups. Popular applications include Skype,
If group work is a frequently used instructional Group Chat using Google Hangout, ooVoo Video
JOURNAL OF EDUCATORS ONLINE
Chat, and Anymeeting. Each offers a different online instructors are encouraged to use a variety of
functionality. A quick internet search engine will teaching techniques in their instructional delivery
provide information, illustrations, and tutorials programs, many of which differ from tried and
that can be incorporated into the online course true techniques used in face-to-face classrooms.
for each of these tools. Instructors may consider To help build a foundation, there are several types
creating a Bonus Points assignment to encourage of practical, simple online group assignments and
students to try out the group communication activities that instructors can implement, such as
tool(s) selected by the instructor without penalties those that involve:
(cid:68)(cid:86)(cid:86)(cid:82)(cid:70)(cid:76)(cid:68)(cid:87)(cid:72)(cid:71)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:74)(cid:85)(cid:68)(cid:71)(cid:72)(cid:86)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:86)(cid:70)(cid:82)(cid:85)(cid:76)(cid:81)(cid:74)(cid:17)(cid:3)(cid:44)(cid:87)(cid:3)(cid:76)(cid:86)(cid:3)(cid:69)(cid:72)(cid:81)(cid:72)(cid:191)(cid:70)(cid:76)(cid:68)(cid:79)(cid:3) 1. Issues where there are no right answers:
to offer this option early in the course, because it
These types of assignments provide students
will facilitate necessary communication early on
with an opportunity to seek information to
and students tend to be more willing to make time
help them take and support a position. These
to complete a Bonus Point assignment closer to the
assignments can also be easily fashioned as
beginning of the course. If the Bonus Points activity
a debate in which students discuss pros and
follows the icebreaker activity, students will have
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something to talk about with their peers during the
group project.
video group chat. Figure 4 provides an illustration
2. Multiple perspectives on a topic: These
of a Bonus Points assignment related to video chat
assignments may include further exploring
technology. If logistically possible, instructors may
current events or cultural comparisons or
wish to participate in the informal video group chat
examining a case study from different points
sessions. Instructor participation may help reinforce
of view. Activities may include students
the importance of the video group chat function. It
individually and collectively preparing
will also provide an opportunity for the instructor
responses to be shared with other groups.
to interact with students as they explore using web-
3. Creating authentic products: Student groups
based resources in new instructional ways.
may use information inspired from the review
Phase 4: Assignments and activities.
of various artifacts, documented research,
Planning online group assignments and
and other resources to create a product that
activities can be challenging tasks for instructors. A
illustrates their ability to integrate and apply
tenured faculty member shared her frustration with
their new skills or acquired knowledge.
the design and development of online assignments
The product can be something created for a
and activities. She stated, “I decided to move that
genuine communication purpose to be read,
project into my online course. I immediately realized
viewed, or listened to by interested others.
I had no idea how to translate such a face-to-face
Phase 4 of the FCOG strategy also provides
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p. 238). Her feelings are not unusual. Most often, instructions, examples and illustrations for
instructors start by modifying assignments which collaborative activities that include the integration
were successful in traditional classroom settings; of Blogs, Wikis, and Google Slides as assignment
however, such activities may not engage students tools.
with the content or with their peers to a similar Blogs. (cid:179)(cid:37)(cid:79)(cid:82)(cid:74)(cid:180)(cid:3)(cid:76)(cid:86)(cid:3)(cid:68)(cid:3)(cid:87)(cid:72)(cid:85)(cid:80)(cid:3)(cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:76)(cid:86)(cid:3)(cid:86)(cid:75)(cid:82)(cid:85)(cid:87)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:179)(cid:90)(cid:72)(cid:69)(cid:3)
degree when implemented in an online format. (cid:79)(cid:82)(cid:74)(cid:15)(cid:180)(cid:3)(cid:90)(cid:75)(cid:76)(cid:70)(cid:75)(cid:3)(cid:76)(cid:86)(cid:3)(cid:68)(cid:81)(cid:3)(cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3)(cid:71)(cid:76)(cid:68)(cid:85)(cid:92)(cid:3)(cid:82)(cid:85)(cid:3)(cid:77)(cid:82)(cid:88)(cid:85)(cid:81)(cid:68)(cid:79)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:3)(cid:87)(cid:72)(cid:85)(cid:80)(cid:3)
Phase 4 of the FCOG strategy shares suggestions can also be used as a verb: “I blog at the end of my
and instructional techniques for online assignments (cid:70)(cid:79)(cid:68)(cid:86)(cid:86)(cid:17)(cid:180)(cid:3)(cid:48)(cid:68)(cid:81)(cid:92)(cid:3)(cid:47)(cid:48)(cid:54)(cid:3)(cid:75)(cid:68)(cid:89)(cid:72)(cid:3)(cid:69)(cid:79)(cid:82)(cid:74)(cid:74)(cid:76)(cid:81)(cid:74)(cid:3)(cid:70)(cid:68)(cid:83)(cid:68)(cid:69)(cid:76)(cid:79)(cid:76)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3)(cid:69)(cid:88)(cid:76)(cid:79)(cid:87)(cid:3)
and activities that engage students with the content into them; however, there are also many free web-
and their peers. based blogging resources available. WordPress.
(cid:51)(cid:72)(cid:72)(cid:85)(cid:16)(cid:87)(cid:82)(cid:16)(cid:83)(cid:72)(cid:72)(cid:85)(cid:3) (cid:76)(cid:81)(cid:87)(cid:72)(cid:85)(cid:68)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3) (cid:76)(cid:81)(cid:192)(cid:88)(cid:72)(cid:81)(cid:70)(cid:72)(cid:3) (cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3) com and Blogger.com are free blog hosting web
(cid:86)(cid:88)(cid:70)(cid:70)(cid:72)(cid:86)(cid:86)(cid:17)(cid:3)(cid:41)(cid:68)(cid:88)(cid:79)(cid:78)(cid:81)(cid:72)(cid:85)(cid:15)(cid:3)(cid:39)(cid:82)(cid:68)(cid:80)(cid:72)(cid:78)(cid:83)(cid:82)(cid:85)(cid:15)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:60)(cid:72)(cid:69)(cid:82)(cid:68)(cid:75)(cid:3)(cid:11)(cid:21)(cid:19)(cid:20)(cid:22)(cid:12)(cid:3) resources, both of which are easy to use and are
found that while online students may physically (cid:75)(cid:76)(cid:74)(cid:75)(cid:79)(cid:92)(cid:3) (cid:85)(cid:68)(cid:87)(cid:72)(cid:71)(cid:3) (cid:69)(cid:92)(cid:3) (cid:72)(cid:91)(cid:83)(cid:72)(cid:85)(cid:76)(cid:72)(cid:81)(cid:70)(cid:72)(cid:71)(cid:3) (cid:69)(cid:79)(cid:82)(cid:74)(cid:3) (cid:88)(cid:86)(cid:72)(cid:85)(cid:86)(cid:3) (cid:11)(cid:39)(cid:88)(cid:73)(cid:73)(cid:92)(cid:15)(cid:3)
reside outside of the university community, they 2011).
desire the opportunity to engage in personal Zinger and Sinclair (2013) share that blogs have
learning experiences with their peers (p. 81). Thus, (cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:68)(cid:79)(cid:3)(cid:69)(cid:72)(cid:81)(cid:72)(cid:191)(cid:87)(cid:86)(cid:15)(cid:3)(cid:76)(cid:81)(cid:70)(cid:79)(cid:88)(cid:71)(cid:76)(cid:81)(cid:74)(cid:3)(cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:87)(cid:75)(cid:72)(cid:92)(cid:3)(cid:68)(cid:85)(cid:72)(cid:29)
JOURNAL OF EDUCATORS ONLINE
1. Cross-curricular and provide a forum for (cid:86)(cid:88)(cid:70)(cid:75)(cid:3)(cid:68)(cid:86)(cid:3)(cid:39)(cid:68)(cid:69)(cid:69)(cid:79)(cid:72)(cid:69)(cid:82)(cid:68)(cid:85)(cid:71)(cid:17)(cid:70)(cid:82)(cid:80)(cid:15)(cid:3)(cid:58)(cid:82)(cid:81)(cid:71)(cid:72)(cid:85)(cid:71)(cid:88)(cid:78)(cid:76)(cid:87)(cid:17)(cid:70)(cid:82)(cid:80)(cid:15)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)
academic discourse and potentially provide Wikispaces.com. Wikispaces.com is one of the
additional opportunities for students to oldest wiki hosting sites and, more importantly, it is
enhance their writing skills; free to educators and their students.
2. A useful network tool that allows for students Incorporating a wiki into instructional activities
to communicate with others within and to support group projects is an effective strategy.
outside of the online classroom; and Numerous studies have shown that wikis may
improve group collaboration and work quality, and
3. Communication platforms that may enhance
they may also enhance student interactions (Chu,
student-to-content and student-to-student
(cid:54)(cid:76)(cid:88)(cid:15)(cid:3)(cid:47)(cid:76)(cid:68)(cid:81)(cid:74)(cid:15)(cid:3)(cid:38)(cid:68)(cid:83)(cid:76)(cid:82)(cid:15)(cid:3)(cid:9)(cid:3)(cid:58)(cid:72)(cid:81)(cid:71)(cid:92)(cid:15)(cid:3)(cid:21)(cid:19)(cid:20)(cid:22)(cid:30)(cid:3)(cid:39)(cid:82)(cid:81)(cid:81)(cid:72)(cid:15)(cid:3)(cid:21)(cid:19)(cid:20)(cid:21)(cid:30)(cid:3)
engagement.
Nicole, Littlejohn, & Grierson, 2005; Wei-Tsong &
Agosto, Copeland, and Zach (2013) also found
Zu-Hao, 2011). Chan Pandian, Joseph, and Ghazali,
strong support for using social technologies such
(2012) also reported that the teachers in their study
as blogs as an instructional tool for peer-to-peer
of wiki use found that “students were motivated,
learning. They found that blogs are well-suited for
self-directed, and acquired greater social skills
sharing course-related knowledge and they help
as they learned to work collaboratively in Wiki
support collaboration and community building (p.
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104). In addition, Ellison and Wu (2008) reported
assignment for groups of students, Reynard (2009)
that students’ own understanding of course concepts
suggests that:
were increased when they compared their blog
Students should not be able to complete the
entries to the postings of their peers and when they assignment without all group members actively
reviewed peer-to-peer comments related to their participating.
own blog entries. The process to complete the project and the
An example of a Group Blog assignment, related actual outcome should both require collaboration.
to the introduction of Adaptive Technologies, is Participation should be required to move the
described in Figure 5. In this assignment, each work towards the possible outcome.
student within a themed-group posts their individual Figure 6 provides an example of a Wiki
(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:82)(cid:81)(cid:3)(cid:68)(cid:3)(cid:86)(cid:72)(cid:85)(cid:76)(cid:72)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:85)(cid:72)(cid:68)(cid:71)(cid:76)(cid:81)(cid:74)(cid:86)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:89)(cid:76)(cid:71)(cid:72)(cid:82)(cid:86)(cid:3)(cid:69)(cid:92)(cid:3)(cid:68)(cid:3) assignment, which includes students creating an
(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:3)(cid:87)(cid:68)(cid:85)(cid:74)(cid:72)(cid:87)(cid:3)(cid:71)(cid:68)(cid:87)(cid:72)(cid:17)(cid:3)(cid:55)(cid:75)(cid:76)(cid:86)(cid:3)(cid:83)(cid:85)(cid:82)(cid:89)(cid:76)(cid:71)(cid:72)(cid:86)(cid:3)(cid:72)(cid:89)(cid:72)(cid:85)(cid:92)(cid:82)(cid:81)(cid:72)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:76)(cid:81)(cid:3) ideal acceptable use policy based on their review
(cid:87)(cid:75)(cid:72)(cid:3)(cid:74)(cid:85)(cid:82)(cid:88)(cid:83)(cid:3)(cid:87)(cid:76)(cid:80)(cid:72)(cid:3)(cid:87)(cid:82)(cid:3)(cid:83)(cid:82)(cid:86)(cid:87)(cid:3)(cid:87)(cid:75)(cid:72)(cid:76)(cid:85)(cid:3)(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:85)(cid:72)(cid:68)(cid:71)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3) of artifacts and readings and in collaboration
(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:82)(cid:87)(cid:75)(cid:72)(cid:85)(cid:86)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:76)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:74)(cid:85)(cid:82)(cid:88)(cid:83)(cid:17)(cid:3)(cid:49)(cid:72)(cid:91)(cid:87)(cid:15)(cid:3)(cid:72)(cid:68)(cid:70)(cid:75)(cid:3) with themed-group members. In this illustration,
group member is required to post a Comment to each there are references to several videos, which help
(cid:74)(cid:85)(cid:82)(cid:88)(cid:83)(cid:3)(cid:80)(cid:72)(cid:80)(cid:69)(cid:72)(cid:85)(cid:182)(cid:86)(cid:3)(cid:69)(cid:79)(cid:82)(cid:74)(cid:3)(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:3)(cid:70)(cid:82)(cid:80)(cid:80)(cid:72)(cid:81)(cid:87)(cid:3)(cid:80)(cid:88)(cid:86)(cid:87)(cid:3) students work through the assignment. One of the
include a question that furthers the blog author’s related videos, the Model AUP PLC Wiki, contains
thought on some aspect of the topic or shares an (cid:68)(cid:81)(cid:3)(cid:76)(cid:79)(cid:79)(cid:88)(cid:86)(cid:87)(cid:85)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:82)(cid:73)(cid:3)(cid:68)(cid:3)(cid:179)(cid:83)(cid:72)(cid:85)(cid:73)(cid:72)(cid:70)(cid:87)(cid:180)(cid:3)(cid:86)(cid:88)(cid:69)(cid:80)(cid:76)(cid:86)(cid:86)(cid:76)(cid:82)(cid:81)(cid:3)(cid:82)(cid:85)(cid:3)(cid:48)(cid:82)(cid:71)(cid:72)(cid:79)(cid:3)
example or illustration of a practical application of Response. It provides the PLC group with a video
(cid:87)(cid:75)(cid:72)(cid:3)(cid:69)(cid:79)(cid:82)(cid:74)(cid:3)(cid:68)(cid:88)(cid:87)(cid:75)(cid:82)(cid:85)(cid:182)(cid:86)(cid:3)(cid:85)(cid:72)(cid:192)(cid:72)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:76)(cid:81)(cid:3)(cid:68)(cid:3)(cid:85)(cid:72)(cid:68)(cid:79)(cid:3)(cid:90)(cid:82)(cid:85)(cid:79)(cid:71)(cid:3)(cid:86)(cid:70)(cid:72)(cid:81)(cid:68)(cid:85)(cid:76)(cid:82)(cid:17)(cid:3) walk through of the process that may be used to
Wikis. A wiki is a website that is designed create the group wiki and shares an illustration of
to facilitate collaborative authoring and allows the expected completed product.
(cid:80)(cid:82)(cid:71)(cid:76)(cid:191)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:86)(cid:3) (cid:87)(cid:82)(cid:3) (cid:69)(cid:72)(cid:3) (cid:80)(cid:68)(cid:71)(cid:72)(cid:3) (cid:87)(cid:82)(cid:3) (cid:87)(cid:75)(cid:72)(cid:3) (cid:70)(cid:82)(cid:81)(cid:87)(cid:72)(cid:81)(cid:87)(cid:3) (cid:68)(cid:81)(cid:71)(cid:3) Google Slides. Google has many productivity
structure of its content. Wikis are widely used by tools to support online collaboration and Google
virtual communities to share knowledge and to Slides is one of them. Google Slides (google.com/
gather, collect, organize, and store information slides) is the online presentation component of the
(Wei-Tsong & Zu-Hao, 2011). Many LMS have wiki Google suite of tools. It allows for members of groups
functionality built within the platform; however, to work on presentations simultaneously, even when
as with blogs, there are many online options that they are not physically in the same location. It also
one might consider as well. Wikipedia.com is one includes the ability to integrate images and audio/
of the best-known wikis and it is among the most (cid:89)(cid:76)(cid:71)(cid:72)(cid:82)(cid:3)(cid:191)(cid:79)(cid:72)(cid:86)(cid:17)(cid:3)(cid:55)(cid:75)(cid:72)(cid:3)(cid:85)(cid:72)(cid:86)(cid:88)(cid:79)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3)(cid:83)(cid:85)(cid:72)(cid:86)(cid:72)(cid:81)(cid:87)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:70)(cid:68)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:81)(cid:3)(cid:69)(cid:72)(cid:3)
popular on the internet, but there also are many shared with other Google users and can be accessed
others that can be created and authored by students, from any digital device. Another bonus of the
JOURNAL OF EDUCATORS ONLINE
application is that PowerPoint presentations can be
(cid:88)(cid:83)(cid:79)(cid:82)(cid:68)(cid:71)(cid:72)(cid:71)(cid:3)(cid:76)(cid:81)(cid:87)(cid:82)(cid:3)(cid:42)(cid:82)(cid:82)(cid:74)(cid:79)(cid:72)(cid:3)(cid:39)(cid:85)(cid:76)(cid:89)(cid:72)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:82)(cid:83)(cid:72)(cid:81)(cid:72)(cid:71)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:42)(cid:82)(cid:82)(cid:74)(cid:79)(cid:72)(cid:3)
Slides, allowing students to work on- and off-line
and offering students the option to work with an
application with which they may be more familiar.
Brigham (2014) found that Google Slides has many
of the same features of Microsoft Powerpoint but
the advantage is that Google Slides users can easily
publish and embed presentations into blogs or other
websites.
Figure 7 provides an illustration of a Google
Slides assignment that builds upon the Blog—
Adaptive Technologies assignment. In the
assignment, the PLC groups collaborate to create
an online presentation that will be shared with
the other PLC groups. The instructions are very
general to allow for creativity. To provide a sense of
structure to those who need it, there is also a link to
a model response from a previous semester.
CONCLUSION
The extra effort exerted by online instructors to
implement the FCOG strategy to familiarize students
with the purpose and modes of online collaboration
(cid:90)(cid:76)(cid:79)(cid:79)(cid:3)(cid:69)(cid:72)(cid:81)(cid:72)(cid:191)(cid:87)(cid:3)(cid:87)(cid:75)(cid:72)(cid:76)(cid:85)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:68)(cid:86)(cid:3)(cid:87)(cid:75)(cid:72)(cid:92)(cid:3)(cid:83)(cid:85)(cid:82)(cid:74)(cid:85)(cid:72)(cid:86)(cid:86)(cid:3)(cid:87)(cid:75)(cid:85)(cid:82)(cid:88)(cid:74)(cid:75)(cid:3)
the course. In addition, students have an opportunity
to demonstrate their individual and collective
abilities through authentic assessments on group
assignments and activities and build upon feedback
provided by their peers. While the examples and
illustration provided here relate to an educational
technology course, these same strategies can be
used in teaching comprehension skills, classroom
management, or pedagogical content knowledge or
any other academic or industry content.
(cid:42)(cid:76)(cid:89)(cid:72)(cid:81)(cid:3) (cid:87)(cid:75)(cid:72)(cid:3) (cid:83)(cid:85)(cid:82)(cid:79)(cid:76)(cid:191)(cid:70)(cid:3) (cid:72)(cid:91)(cid:83)(cid:68)(cid:81)(cid:86)(cid:76)(cid:82)(cid:81)(cid:3) (cid:82)(cid:73)(cid:3) (cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3)
communication within businesses, education, and
social networks, instructors who provide students
with an online learning environment where
assignments require them to expand their ability to
communicate with others remotely and may have
the potential to affect all aspects of their lives. The
(cid:41)(cid:38)(cid:50)(cid:42)(cid:3)(cid:86)(cid:87)(cid:85)(cid:68)(cid:87)(cid:72)(cid:74)(cid:92)(cid:3)(cid:80)(cid:68)(cid:92)(cid:3)(cid:75)(cid:72)(cid:79)(cid:83)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:71)(cid:72)(cid:89)(cid:72)(cid:79)(cid:82)(cid:83)(cid:3)(cid:83)(cid:85)(cid:82)(cid:191)(cid:70)(cid:76)(cid:72)(cid:81)(cid:87)(cid:3)
group work collaboration skills to prepare them for
the expectations of 21st century workplaces, both in
terms of interpersonal and technical skills.
JOURNAL OF EDUCATORS ONLINE
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Figure 1. The PLC Group Set with Individual Themed-groups in the Blackboard LMS.
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