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 21st 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.
All the teamwork research has piqued my interest. I never liked working in groups in school, because I always wanted to just get it done myself. But as I worked in the “real world,” I realized how many team skills I needed. I find it interesting that you say, “The results of each set of research stated that if done correctly students can work as a team in a collaborative environment.” I think the “if done correctly” part is such an important piece that often is not there in instruction. I think that many teachers know what they have to do, but they aren’t sure how to do it. And where can they even find out? I have attended many seminars where the speaker went on and on about all the things we need to do in education, but the speaker never told us HOW to do those things. For example, I went to a seminar where the speaker talked about how gaming is so great for education. He talked about all the advantages it had, but he never talked about how to incorporate gaming into teaching. I taught math, and I knew the math very well. I also knew video games well. But I had no idea how to mix the two. I know I needed to mix them in order to engage my students and to offer them learning opportunities that weren’t available in a non-gaming classroom.
ReplyDeleteI also like the point you make when you say, “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.” I think sometimes it is hard to remember that the model needs to change. A tool that is very useful for the beginning of the project shouldn’t be overused or used incorrectly in another stage of the project. Sometimes tools can be so exciting that they are used for every aspect, when really they were only designed for a small part.