Structure and Management of Online Collaboration

Instructional Phases of Collaborative Learning 1st Stage: Forming 2nd Stage: Functioning  3rd Stage: Formulating 4th Stage: Presenting 5th Stage: Reflecting

1st Stage - Selecting students Best if instructor assigns team For long-term groups, form heterogeneous teams For long-term groups, form teams later in course term

Group Types Effectiveness Pseudo-traditional-effective-high performance Size Small group-committee-forum Purpose Decision making-project-report Time Single activity-project-long term

Group Size Smaller groups: better participation, individual accountability, easier to schedule meetings Larger groups: more ideas, more complex tasks Optimal Number: 4 or 5

Group roles Facilitator Timekeeper Recorder Reporter Explainer Checker Researcher/Runner

2nd Stage: Functioning Help groups plan how to proceed Provide a list of guidelines Discuss potential problems before hand Monitor progress Schedule with milestones Weekly progress reports Assert overall values and norms No “flaming” No racist or sexist remarks

3rd Stage: Formulating Students use cognitive skills to build a deeper understanding of the learner tasks Summarize ideas and thread of discussion in the bulletin board. Link theory with practice and elaborate current material with previously learned material Draw concept mats or diagrams that enable students to remember the key ideas and use these diagrams as away of theorizing Hypothesize connections and possible outcomes

4th Stage: Presenting Student groups present their findings to their classmates. Ensure that feedback from instructor AND peers is provided

5th Stage: Reflecting Students analyze what they have learned Identify strengths and weaknesses in the learning processes Offer constructive ideas on how their learning can be improved