Swimming Together in Cyber-Seas: Structuring Cooperative Learning in Distance Learning Presented byPresented by Jaya Goswami and Jan BrottJaya Goswami and Jan Brott

Why Cooperative Learning (CL)? “We’re all in the same boat together.” High correlation between CL and student achievement, higher-level reasoning, retention of information, and motivation* High correlation between CL and student achievement, higher-level reasoning, retention of information, and motivation* Learner-oriented approach Learner-oriented approach Reduced impact of the affective factor Reduced impact of the affective factor Opportunities for peer-teaching Opportunities for peer-teaching Development of the concept of self-regulation Development of the concept of self-regulation *Johnson, D.W. & Johnson, R.T. (1989). Cooperation and Competition: Theory and Research. Edina, MN: Interaction Books. *Johnson, D.W. & Johnson, R.T. (1989). Cooperation and Competition: Theory and Research. Edina, MN: Interaction Books.

Positive Interdependence Individual Accountability Social Skills Face to Face Interaction Group Processing Elements of Cooperative Learning

Technology Tools Technical Training Technical Support Online Social Skills Professional Development Elements of Distance Learning Learning

Although cooperative learning theory is rooted in face to face practice, the principles are naturally applied in the distance learning environment. Distance Learning Cooperative Learning

Questions to Ask in Structuring Cooperative Learning in Distance Learning Content knowledge Skills How will the activity achieve the task objective? Pair-share Jigsaw Role Play How will the activity be carried out?

Base/Home Groups Self-Selected Homogenous or Heterogenous How will the groups be formed? Self-monitored By instructor How will the groups be monitored? Asynchronous Synchronous How will the groups interact? Questions to Ask in Structuring Cooperative Learning in Distance Learning

Institution LMS Internet Resources What technology tools are available? Beginner Intermediate/Advance d Multi-level What is the technology skill level of the professor and students? Campus computers Personal computers Wired/Wireless In what environment will students be participating? Questions to Ask in Structuring Cooperative Learning in Distance Learning

Time Interaction Accountability Technology What are the challenges? Questions to Ask in Structuring Cooperative Learning in Distance Learning Netiquette Video:

Example 1 of CL in DL Elements of CL social skills Individual accountability positive interdependence Face to face interaction Elements of DL tech tools Skype (webcam) chat tool phone tech training Instructions tutorials tech support tech on standby online social skills Acronyms emoticons

Example 2 of CL in DL Elements of CL individual accountability positive interdependence social skills Elements of DL tech tools discussion forum PowerPoint MS Word tech training tutorials Workshops professional development MS Office –int.

Example 3 of CL in DL Elements of CL individual accountability social skills positive interdependence group processing Elements of DL tech tools chat tool discussion forum tech training tutorials workshops online social skills acronyms emoticons

Positive Interdependence Students in each group must feel that they need each other in order to complete the group tasks; they sink or swim together. Each group works together to achieve a common goal. Click the shell icon to return to the Elements of Cooperative Learning.

Individual Accountability Although the performance of the group depends on each member’s contribution, each student is assessed individually and is held accountable for learning the content of the courses. Click the shell icon to return to the Elements of Cooperative Learning.

Social Skills Team members learn appropriate communication, leadership, trust, decision making, and conflict management skills in order to develop the social skills needed to collaborate effectively with others. Click the shell icon to return to the Elements of Cooperative Learning.

Face to Face Promotive Interaction Members of the group work together, face-to-face, knee-to-knee; and learn to help, assist, encourage, and support each other’s efforts to learn. Click the shell icon to return to the Elements of Cooperative Learning.

Group Processing Members of the group are allowed time and are taught the procedures to analyze how well each group is performing while pursuing the academic objectives of the task.. Click the shell icon to return to the Elements of Cooperative Learning.

Technology Tools Technology tools provide the infrastructure in which to deliver distance learning. Choosing the appropriate tool is dependent upon the course objectives and activities students will be learning.. Click the starfish icon to return to the Elements of Distance Learning.

Technical Training Technical training provides the means by which to use the technology tools. Adequate typing skills, knowledge of data processing, multimedia applications as well as internet browsing skills play a role in a successful distance learning experience.. Click the starfish icon to return to the Elements of Distance Learning.

Technical Support Technical support should guide instructors and students, as individuals, in resolving their technical issues. Just as people learn in different ways, providing technical support must focus on the ways in which people need to receive help.. Click the starfish icon to return to the Elements of Distance Learning.

Online Social Skills The distance learning classroom has a culture with unique protocol and communication style. Netiquette training and providing parameters for what is and is not acceptable will provide a code of conduct for group members. Click the starfish icon to return to the Elements of Distance Learning.

Professional Development A programmatic approach to professional development will allow instructors and students to grow in the use of technology. Providing a curriculum that addresses the varying levels of expertise will maximize the effectiveness of the training received. Click the starfish icon to return to the Elements of Distance Learning.

Designing Cooperative Learning Activities in Distance Learning Require interdependence Require individual roles in groups Consider logistical factors: time, technology Determine modes for sharing information within and among groups Require group self-evaluation Determine assessment method

General Strategies for Incorporating Cooperative Learning in Distance Learning Point out the positive outcomes of cooperative learning: staying afloat together Give clear instructions and information about the activity – objectives, process, responsibilities, assessments Warn students about some “choppy waves” Assure students of your support