The number of online courses that colleges and universities are offering is increasing rapidly, but researchers and educators are concerned about the quality of these courses. “One of the major concerns with online courses is that many of them focus on a traditional knowledge acquisition model of learning rather than on engaging students in complex real-world problems.” (Lou, 2004, p. 49)   In the article, Learning to Solve Complex Problems Through Between –Group Collaboration in Project –Based Online Courses, the author explores whether online classes offer more than knowledge acquisition. “The purpose of this study was to explore whether between-group collaboration in project-based online courses can promote student learning of complex problem solving.” (Lou, 2004, p. 49)  There were eleven participants who were studied; each participant was put into a group of three to four members.  The groups were assigned a project to design and develop a two week online mini course.  The results of the study concluded, “…that between-group collaboration was effective in improving group processes, group project performance, individual achievement, and confidence in complex problem solving in designing online courses.” (Lou, 2004, p. 49)

             “Learners of the 21^st century should have the opportunity to experience virtual collaboration and teamwork, as they must be prepared to communicate across cultural and organizational boundaries using technology.” (Karpova, Correia, & Baran, 2009, p. 45)  In the article, Learn to use and use to learn: Technology in virtual collaboration experience, the author researched, how learning teams use technology to support computer mediated communication.  There were eleven participants who were studied; each participant was an educational technology major.   The members of the study were broken into groups of three of four students.  The results of the study indicated that a model of technology should be used and that model should change at the different stages of the collaboration.  “The model can be used to maximize potential of global teams and facilitate further integration of virtual collaboration into university curricula….The benefits of virtual collaboration were the opportunities to: learn how to use technology in a meaningful way; practice using technology to solve problems; and broaden one’s perspective by communicating with people from different cultures.” (Karpova, Correia, & Baran, 2009, p. 45)

            “Asynchronous instruction occurs in delayed time and does not require the simultaneous participation of students and teacher…Learning events are independently experienced by students and learning is not synchronized in time and space…” (Johnson, p. 46)  “Synchronous instruction occurs in real time and requires the simultaneous participation of students and teacher.” (Johnson, p. 46)  In the article, Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research, the author Marie Johnson reviewed the current research and conducted a survey; the results were, “…asynchronous online discussion was reportedly useful for encouraging in-depth, more thoughtful discussion; communicating with temporally diverse students; holding ongoing discussions where achieving is required, and allowing all students to respond to a topic.” (Johnson, p. 46) 

            Each of these articles discussion the importance of learning to work in collaborative groups and as teams; these are skills are necessary in our global economy.  These articles looked at this can be done in a technological situation where face to face meetings to not commonly occur.  The results of each set of research stated that if done correctly students can work as a team in a collaborative environment. 

Works Cited

Johnson, G. M. (n.d.). Synchronous and Asynchrounous Text-Based CMC in Educational Contexts: A Review of Recent Research. TechTrends, 50(4), 46-53.

Karpova, E., Correia, A.-P., & Baran, E. (2009). Learn to use and use to learn: Technology in virtual collaboration experience. Internet and Higher Education, 45-52.

Lou, Y. (2004). Learning to Solve Complex Problems Through Between-Group Collaboration in Project-Based Online Courses. Distance Education, 49-66.

     “Engagement theory is intended to be a conceptual framework for technology-based learning and teaching.” (Kearsley & Shneiderman, 99)  Engagement theory is a theory which stresses the importance of student engagement through the use of collaboration and meaningful tasks.   When a student is engaged they are involved in active cognitive processes, “…such as creating, problem solving, reasoning, decision making, and evaluation.” (Kearsley & Shneiderman, 99)   Engagement theory is similar to other theories, such as the constructivist approaches, situated learning, experimental self- directed learning, and theories of adult learning, because it emphasizes on collaboration among peers, a community of learners, and experimental self-directed learning.

            There are three basic principles of the engagement theory; Relate-Create-Donate.  First, the students must be working in collaborative teams, second the activities must be project based, and third the projects must have an authentic or outside focus.  The idea behind the theory is that the student are engaged while working in collaborative groups and are intrinsically motivated due to the meaningful nature of the project.

            The first component of the theory, relate focusing on team building which includes communication, planning, management, and social skills.  During the process of,                     “… collaboration students are forced to clarify and verbalize their problems, thereby facilitating solutions.  Collaboration also increases the motivation of students to learn.... when students work in teams, they often have the opportunity to work with others from quite different backgrounds and this facilitates an understanding of diversity and multiple perspectives.” (Kearsley & Shneiderman, 99)

            The second component of the theory, create makes the learning creative and purposeful.  The students are forced to define the problem which gives them a, “… sense of control over their learning which is absent in traditional classroom instruction.” (Kearsley & Shneiderman, 99)

            The third component of the theory, donate, “…stresses the value of making a useful contribution while learning.  Ideally each project has an outside “customer” that the project is being conducted for.  This third component bring authentication to the learning process and increases student motivation and satisfaction.

            “Engagement theory is presented as a model for learning in technology-based environments which synthesizes many elements from the past theories of learning.” (Kearsley & Shneiderman, 99)  The key aspect to this theory is that the students must be engaged for active and effective learning to occur.  A teacher or instructor can use technology to facilitate all aspects of engagement through the use of email, Skype, wiki pages, and web databases. 

            This theory is directly related to what I have learned about technology and its use in the classroom.  Technology offers an instant way to draw students in to a lesson.  Using collaborative groups is a great way to teach communication and social skills and offers real life situations for students to work through. 

Our goal as educators must be to teach our students to be successful in the world they live in.  Technology is only going to advance and our economy is a global one.  Our students must learn to work collaboratively and utilizing this theory in the classroom will help promote this type of effective and real life learning.