Is an “Effective” Online Group Really Effective? Daradoumis Thanasis, Xhafa Fatos, Marquès J. M., Universitat Oberta de Catalunya (UOC) Workshop: Trabajo en Grupo y Aprendizaje Colaborativo: experiencias y perspectivas 11/11/2003 Donostia - San Sebastián Workshop: Trabajo en Grupo y Aprendizaje Colaborativo: experiencias y perspectivas 11/11/2003 Donostia - San Sebastián

Is an “Effective” Online Group Really Effective? Outline 1.Introduction and motivation 2.Our approach  Based on existing CL theories and models  Focuses on analysing the participatory attitudes (group functioning) and task performance  Defines principled evaluation criteria 3.Analysing and assessing group effectiveness 4.Reflections of the analysis performed 5.Conclusions and ongoing work

Is an “Effective” Online Group Really Effective? Introduction and motivation Explore and assess the real effectiveness and success of online collaborative learning teams Real, long-term, complex, on-line collaborative problem-solving situations Several research approaches have focused on:  observing, analysing and assessing collaborative learning interactions  developing methods / tools that provide guidance and support to on-line learning teams Better understanding of group interaction Means to improve the effectiveness of online learning groups Enhance individual member learning and success 1.

Is an “Effective” Online Group Really Effective? Our approach An integrated approach based on existing collaborative theories and models Basic principles of distributed Problem Based Learning and Learning-by-Design Time, Interaction and Performance (TIP) theory [McGrath, 1991] Five criteria that ensure that group members provide effective help and support to the others [Webb, 1992] Two main metaphors of learning: acquisition and participation [Sfard, 1998] Potential indicators (or characteristics) of effective collaborative learning teams [Soller, 2001] 2.

Is an “Effective” Online Group Really Effective? Theoretical basis Main points that influenced our approach Successful groups always undertake three functions at the same time:  Production (acquisition metaphor): work on a common task together  Group well-being (participation metaphor): quality interaction and communication among group members  Member support: provide effective help to the other members when needed 2.

Is an “Effective” Online Group Really Effective? Definition of principled evaluation criteria at two levels Problem Solving (PS) and Group Functioning (GF) 2. PS1 The students’ contributing behaviour during task realisation (production function and use of active learning skills) GF1 Active participation behaviour GF2 Social grounding skills (well-balanced contributions and role playing) GF3 Active learning interaction or processing skills that monitor and facilitate group’s well-being function (task, workspace, and knowledge processing)

Is an “Effective” Online Group Really Effective? Data analysis and collaborative platform 2. Data analysis comes from two undergraduate distance course  involved 134 students and 3 tutors, forming 26 groups of 4 to 6 members  groups collaborated on-line to carry out a real case study or a software project All practices were carried out mostly asynchronously on the Basic Support for Cooperative Work (BSCW) system. To measure group effectiveness, we chose the six more successful groups from each course Here, we discuss one of them (a quite representative case)

Is an “Effective” Online Group Really Effective? Analysing and assessing group effectiveness 3. Setting the bases for the analysis Analysis is performed by quantifying action types (Change, Create, Move, Read) carried out by a student and their corresponding objects (doc, note, folder,etc.) Satisfaction of each criterion is measured by examining: PS1actions create doc/notes; change doc; read doc/notes GF1actions create, change and read GF2all four actions GF3create folder/other (task processing) move all objects (workspace processing) change document (active learning contribution) change note/folder/other (knowledge processing)

Is an “Effective” Online Group Really Effective? Outcomes of the analysis 3. Examine whether the group meets criterion GF1 (active participation behaviour)

Is an “Effective” Online Group Really Effective? Outcomes of the analysis 3. Criterion GF2 (well-balanced contributions)

Is an “Effective” Online Group Really Effective? Outcomes of the analysis 3.  Criterion GF3 (skills that monitor and facilitate the group’s well-being function ) Group members did not contribute equally to task,workspace and knowledge processing; neither showed an even involvement to knowledge elaboration/refinement/revision (active learning skills)  Criterion PS1 (use of active learning skills that contribute to task realisation and indicate the production function of the group) There are important differences regarding the contribution behaviour of each member

Is an “Effective” Online Group Really Effective? Reflections of the analysis performed 4. The group failed to meet the evaluation criteria set both at group functioning and task performance levels The analysis showed a specific pattern of interaction attitude: nuclear collaborative behaviour (a small nuclear set of members held the reins of the group) This pattern of collaboration does not favour equal participation, efficient collaboration, and learning benefits by all group members The evaluation of the group effectiveness is a complex process (has to take into account a variety of factors)

Is an “Effective” Online Group Really Effective? Conclusions and ongoing work 5. The analysis performed, though limited at this stage, allowed us to draw interesting results as regards the effectiveness of a collaborative learning team. Can serve as a starting point to identify the weaknesses (types of problems and needs that may arise in a collaborative learning situation), and the strengths (the specific characteristics or patterns of effective collaboration) exhibited in a collaborative learning team. Further quantitative and qualitative analysis may be promising in this regard to better explore group behaviour and individual attitudes and identify specific features that characterise an effective group.