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Students' Perception of
Collaborative Small Group Projects
      Using Synchronous and
        Asynchronous Tools
              David Wicks
            Andrew Lumpe
               Arthur Ellis
        Seattle Pacific University
Abstract
This session will report on findings from a three-
year study that explored how different
communication tools may impact small group
collaborative learning projects in an online
course. The primary goal of this session is to
share successful techniques for organizing and
facilitating small group collaborative projects in
online and blended courses.

                                                     2
Central purpose: Compare graduate students' perceptions and
practices of collaborative small group work in three different
sections of the same online course.
                               Section A   Section B    Section C
                              Super Wiki     Wiki      Discussion
                                                       Board-Only
                                n=27         n=24         n=21
Asynchronous                     ✔           ✔            ✔
Discussion
Blackboard Discussion Board
Asynchronous                     ✔           ✔
Wiki
Learning Objects Wiki
Synchronous                      ✔
Word Processing/Chat
TypeWith.Me
Same Professor                   ✔           ✔            ✔
Same Course                      ✔           ✔            ✔
                                                                    3
Goal of Education: Develop Expertise


                          Collaborative learning
Develop expertise           environments are          Within such
(Bransford,1999).          designed to develop       environments:
                               expertise by:
                                                        Deep factual
 Experts have more
                                                     knowledge bases can
  access to content         Helping users discern       be developed
                                  patterns

                                                       Knowledge easily
Easily retrieve content
                                                     retrieved and shared

                             Create meaning in
Can adapt and change,             non-static,
                            collaborative settings       Conceptual
and recognize when to
                                                      frameworks built
  apply knowledge

                                                                            4
Project-based approach


  Challenging       Shared
                                 Long term
 question/task   goal/purpose


Group members
                                 Deliverables
  negotiating    Student voice
                                  produced
shared meaning


                                 http://bie.org
                                                  5
Instrument - Community of Inquiry
     Elements                             Categories                     Indicators (examples only)
     Cognitive Presence                   Triggering Event               Sense of puzzlement

                                          Exploration                    Information exchange
                                          Integration                    Connecting ideas
                                          Resolution                     Apply new ideas
     Social Presence                      Affective Expression           Expression of emotion
                                          Open Communication             Risk-free expression
                                          Group Cohesion                 Encouraging collaboration
     Teaching Presence                    Instructional Management       Defining & initiating
                                                                         discussion topics
                                          Building Understanding         Sharing personal meaning
                                          Direct Instruction             Focusing discussion


Swan, K., Shea, P., Richardson, J., Ice, P., Garrison, D. R.,      Garrison, Anderson, & Archer, 2000, p. 4
                                                                                                       6
Cleveland-Innes, M., & Arbaugh, J. B., 2008
Teaching Presence
• The design, facilitation, and direction of
  cognitive and social processes for the purpose
  of realizing personally meaningful and
  educational worthwhile learning outcomes.
• Course Examples
  – Collaborative Script
  – Project Phases


                   http://communitiesofinquiry.com/teachingpresence
                                                                      7
Collaborative Script
http://tinyurl.com/collab-script




                                   8
Phases


 Phase Phase 2:       Phase 3:         Phase 4:        Phase 5:
1: Team Essay-         Essay-     Essay- Meaningful      Final
charter    Why        Student     student learning? Product
         teach?        needs?       Classroom as a    and team
        Qualities   What does a   place of reflective reflection
        of a good       good           practice?
        teacher?     classroom
                     look like?




                                                                   9
10
11
Social Presence
• Ability of participants to identify with the
  group or course of study, communicate
  purposefully in a trusting environment, and
  develop personal and affective relationships
  progressively by way of projecting their
  individual personalities (Garrison, 2011, p.34)
• Course Examples
  – Team Charter
  – Private Journal

                                                    12
Team Charter




         Palloff and Pratt, 2010   13
Private Journal




                  14
Cognitive Presence
Post to Personal         Collaborate on
 Area, Outline            Deliverable
 Collaborative         (Charter, Essay, or
   Response              Presentation)




     Review                  Complete
 Collaborative              Deliverable,
Script Questions         Reflect on process




                      Practical Inquiry Model
                                                              15
                      Garrison, Anderson, and Archer (2000)
Sections were compared on their perception of teaching, cognitive, and social
       presence in the course using the Community of Inquiry Survey


• There is a significant difference between the Wiki
  and Discussion Board-Only sections on the Open
  Communication subscale of Social Presence. The
  specific subscale questions are:
    – I felt comfortable conversing through the online
      medium.
    – I felt comfortable participating in the course
      discussions.
    – I felt comfortable interacting with other course
      participants.


                                                                           16
17
Super Wiki Section Reflection
“In our opinion our products all turned out very well! The process
for all of them went well too. We did a good job getting organized
and all putting our fair share of work and effort into each
product. The process of this project was dependent on both our
individual thoughts and our ability to collaborate to create a
product. The essays contained individual thoughts from each of
us. They and the final presentation would not have been as
thorough if only one of us had contributed to the project. In
addition, the group had exceptional ideas and were able to
articulate them. There was also mutual respect for each others’
opinions which resulted in a comprehensive product.”



                                                                18
Wiki Section Reflection
“I was very pleased with how our team worked
together. We were all supportive of each other.
When others needed assistance another team
member always stepped up to help. We listened
to everyone's ideas and everyone contributed to
the project equally.”




                                              19
Discussion Board-Only Reflection
“Our team was not completely balanced. One
person was dealing with family, job and health
issues and was only there for part of the time.
The other member was very much an achiever.
Part of me felt that even though I was
contributing I just didn't have ownership in the
project.”



                                                   20
Charter & Phases
“I just want to reiterate how much of a difference
the team charter made in this group. I am used to
getting saddled with lazy groups and negatively
expected the same of this group at the start.
Because I quickly saw that I was in an effective,
skilled group, the team charter with the roles that
we defined for each phase at the start, kept me
from taking over the group like the control freak
that I am--I knew that I had to stay within the
boundaries of my role. Again, this group project
proved far my valuable than my initial, pessimistic
expectations.”
                              From Wiki Section
                                                      21
Nine Collaboration Tips

                                                             Collaboration vs.
 Collaborative Script       Authentic Project
                                                               Cooperation



                        Phases                           Team Charter
                        • Multiple Points of             • Communication
      Team size           Assessment                     • Goals
                        • Individual and Collaborative   • Deadlines
                          Assessment                     • Deliverables


                        Use of Tools
Individual and Group    • Discussion Board
Areas for Content and   • LMS Wiki vs. Public Wiki           Length of Project
      Reflection        • Collaborative Word Processor
                          (Super Wiki)

                                                                                 22
Comments or Questions?



                      David Wicks                                             Andrew Lumpe
                     Assistant Prof                                           Associate Dean
                      Director of                                              School of Ed
               Instructional Technology
                                                                             Seattle Pacific U
                    Seattle Pacific U
                                                                            lumpea@spu.edu
                   dwicks@spu.edu
                                                                   Blog: http://lumpe.wordpress.com
        Blog: http://dwicksspu.wordpress.com
                                                                             Twitter: lumpea
                  Twitter: dwicksspu


This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License. To view a copy of
this license, visit http://creativecommons.org/licenses/by-sa/3.0/us/ or send a letter to Creative Commons, 171
Second Street, Suite 300, San Francisco, California, 94105, USA.

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Student perception of collaborative small group projects using synchronous and asynchronous tools

  • 1. Students' Perception of Collaborative Small Group Projects Using Synchronous and Asynchronous Tools David Wicks Andrew Lumpe Arthur Ellis Seattle Pacific University
  • 2. Abstract This session will report on findings from a three- year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses. 2
  • 3. Central purpose: Compare graduate students' perceptions and practices of collaborative small group work in three different sections of the same online course. Section A Section B Section C Super Wiki Wiki Discussion Board-Only n=27 n=24 n=21 Asynchronous ✔ ✔ ✔ Discussion Blackboard Discussion Board Asynchronous ✔ ✔ Wiki Learning Objects Wiki Synchronous ✔ Word Processing/Chat TypeWith.Me Same Professor ✔ ✔ ✔ Same Course ✔ ✔ ✔ 3
  • 4. Goal of Education: Develop Expertise Collaborative learning Develop expertise environments are Within such (Bransford,1999). designed to develop environments: expertise by: Deep factual Experts have more knowledge bases can access to content Helping users discern be developed patterns Knowledge easily Easily retrieve content retrieved and shared Create meaning in Can adapt and change, non-static, collaborative settings Conceptual and recognize when to frameworks built apply knowledge 4
  • 5. Project-based approach Challenging Shared Long term question/task goal/purpose Group members Deliverables negotiating Student voice produced shared meaning http://bie.org 5
  • 6. Instrument - Community of Inquiry Elements Categories Indicators (examples only) Cognitive Presence Triggering Event Sense of puzzlement Exploration Information exchange Integration Connecting ideas Resolution Apply new ideas Social Presence Affective Expression Expression of emotion Open Communication Risk-free expression Group Cohesion Encouraging collaboration Teaching Presence Instructional Management Defining & initiating discussion topics Building Understanding Sharing personal meaning Direct Instruction Focusing discussion Swan, K., Shea, P., Richardson, J., Ice, P., Garrison, D. R., Garrison, Anderson, & Archer, 2000, p. 4 6 Cleveland-Innes, M., & Arbaugh, J. B., 2008
  • 7. Teaching Presence • The design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes. • Course Examples – Collaborative Script – Project Phases http://communitiesofinquiry.com/teachingpresence 7
  • 9. Phases Phase Phase 2: Phase 3: Phase 4: Phase 5: 1: Team Essay- Essay- Essay- Meaningful Final charter Why Student student learning? Product teach? needs? Classroom as a and team Qualities What does a place of reflective reflection of a good good practice? teacher? classroom look like? 9
  • 10. 10
  • 11. 11
  • 12. Social Presence • Ability of participants to identify with the group or course of study, communicate purposefully in a trusting environment, and develop personal and affective relationships progressively by way of projecting their individual personalities (Garrison, 2011, p.34) • Course Examples – Team Charter – Private Journal 12
  • 13. Team Charter Palloff and Pratt, 2010 13
  • 15. Cognitive Presence Post to Personal Collaborate on Area, Outline Deliverable Collaborative (Charter, Essay, or Response Presentation) Review Complete Collaborative Deliverable, Script Questions Reflect on process Practical Inquiry Model 15 Garrison, Anderson, and Archer (2000)
  • 16. Sections were compared on their perception of teaching, cognitive, and social presence in the course using the Community of Inquiry Survey • There is a significant difference between the Wiki and Discussion Board-Only sections on the Open Communication subscale of Social Presence. The specific subscale questions are: – I felt comfortable conversing through the online medium. – I felt comfortable participating in the course discussions. – I felt comfortable interacting with other course participants. 16
  • 17. 17
  • 18. Super Wiki Section Reflection “In our opinion our products all turned out very well! The process for all of them went well too. We did a good job getting organized and all putting our fair share of work and effort into each product. The process of this project was dependent on both our individual thoughts and our ability to collaborate to create a product. The essays contained individual thoughts from each of us. They and the final presentation would not have been as thorough if only one of us had contributed to the project. In addition, the group had exceptional ideas and were able to articulate them. There was also mutual respect for each others’ opinions which resulted in a comprehensive product.” 18
  • 19. Wiki Section Reflection “I was very pleased with how our team worked together. We were all supportive of each other. When others needed assistance another team member always stepped up to help. We listened to everyone's ideas and everyone contributed to the project equally.” 19
  • 20. Discussion Board-Only Reflection “Our team was not completely balanced. One person was dealing with family, job and health issues and was only there for part of the time. The other member was very much an achiever. Part of me felt that even though I was contributing I just didn't have ownership in the project.” 20
  • 21. Charter & Phases “I just want to reiterate how much of a difference the team charter made in this group. I am used to getting saddled with lazy groups and negatively expected the same of this group at the start. Because I quickly saw that I was in an effective, skilled group, the team charter with the roles that we defined for each phase at the start, kept me from taking over the group like the control freak that I am--I knew that I had to stay within the boundaries of my role. Again, this group project proved far my valuable than my initial, pessimistic expectations.” From Wiki Section 21
  • 22. Nine Collaboration Tips Collaboration vs. Collaborative Script Authentic Project Cooperation Phases Team Charter • Multiple Points of • Communication Team size Assessment • Goals • Individual and Collaborative • Deadlines Assessment • Deliverables Use of Tools Individual and Group • Discussion Board Areas for Content and • LMS Wiki vs. Public Wiki Length of Project Reflection • Collaborative Word Processor (Super Wiki) 22
  • 23. Comments or Questions? David Wicks Andrew Lumpe Assistant Prof Associate Dean Director of School of Ed Instructional Technology Seattle Pacific U Seattle Pacific U lumpea@spu.edu dwicks@spu.edu Blog: http://lumpe.wordpress.com Blog: http://dwicksspu.wordpress.com Twitter: lumpea Twitter: dwicksspu This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.

Notas do Editor

  1. Discuss why each section might be valuable: Super Wiki – consensus on some decisions can be reached more
  2. Coding template
  3. The content for this online course was located in Blackboard, a learning management system (LMS). All teams had access to a collaborative script which explained what needed to be done on each phase of the project, including how to organize a team using a team charter.The course site contained a video or screencast explaining how to use the wiki to collaborate on the group project.This scaffolding strategy, (Larusson & Altermann, 2009) was used to help students feel comfortable with the project’s technology and procedures so they could give their attention to the contents and deliverables of the project.
  4. At the completion of each phase, students in both groups were asked to write a private journal entry using the LMS’s blogging tool, where they described what was working well, what the challenges were, etc. This information was used to help detect social loafers or other issues that may be impacting the success of the project.
  5. “The practical inquiry model reflects the critical thinking process and the means to create cognitive presence. The genesis and context of cognitive presence is more fully explained in Garrison, Anderson, and Archer (2000) but, suffice it to say here, it is operationalized through the practical inquiry process. Cognitive presence is defined as the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry (Garrison, Anderson, and Archer 2000). In other words, cognitive presence reflects higher-order knowledge acquisition and application and is most associated with the literature and research related to critical thinking.” Recursive and iterative
  6. Trust element, share ideas freely, see my ideas and willing to let others modify, wenger and lange – shared meaning making.
  7. Less about the specific technology used and more about the design and facilitation of the project.