1. Evaluation of Different Methods of Online Collaboration/Group Work - A Project Overview Alan Hilliard – Blended Learning Unit Alan Hilliard – Blended Learning Unit A.P.Hilliard@herts.ac.uk A.P.Hilliard@herts.ac.uk Tel: x3456 (01707) 286456 (ext)

2. Aims and Objectives The aim of the project is to discern whether different methods of online collaboration/group work can be used to encourage independent and effective student learning, as perceived by the student group, during the delivery of a level 3, 30 credit module. The objectives for this project were to: Identify strengths and weaknesses in the structure of 3 different methods of online collaboration/group work. Identify student perceptions of effective learning associated with the delivery of these online collaboration/group work methods. Identify potential barriers associated with online collaboration/group

3. Benefits of Group Work Many benefits have been ascribed to group work. These are summarised below: 1) Qualitatively or quantitatively better joint task outcomes: A group may achieve better results than a single person. Or, a group of a specific number of people who work together and who coordinate their actions may achieve better results than the same number of people who work independently of each other. 2) Better individual knowledge: Through collaboration group members may acquire a wider knowledge that incorporates multiple perspectives. 3) Development of social skills: If team success relies on successful learning and on the commitment of the individual members, then supportive social behaviour can be learned. 4) Gains in motivation: It is assumed that when faced with challenging and interesting tasks, students will experience the process of group work itself as highly rewarding. Group work may increase an individual member’s motivation and raise his/her efforts to achieve. Benefits of group work. From Schweizer et al (2003)

4. Method and Evaluation The coursework element of the module is comprised of three assignments based on different types of collaborative/group learning tasks. These are summarised below: 1) Learners to work individually on a specified task. Individual material to be uploaded to a group site, which may be shared by all, and used to provide reference material for individual write up and individual assignment submission. 2) Learners to work on a specified task with a group of their own choosing. Individual tasks not structured. Group write up and group assignment submission. 3) Learners work on a specified task, in a group not of their own choosing. Individual tasks are structured (jigsaw method). Group write up and group assignment submission.

5. Method and Evaluation The student group consisted of 84 students. Approximately 50% of the group are mature students. Following each assignment, students were given a questionnaire asking them to identify how frequently they accessed the Managed Learning Environment (MLE) in order to complete the task. They were also given two statements and asked to identify on a likert scale how strongly they agreed with them. The statements were: In my opinion, the process of doing “coursework (1, 2 and 3)” encouraged me to learn independently. In my opinion, the process of doing “coursework 1, 2 and 3)” contributed effectively to my learning. Comparison was made between direct entry and mature student responses.

6. Results “How many times did you access the MLE in order to complete the coursework”? Direct entry student responses Mature student responses

7. Results “How many times did you access the MLE in order to complet e th e coursework”? Mature students accessed the MLE more frequently than direct entry students. Coursework 2 resulted in fewer visits on the MLE, than coursework 1 and coursework 3.

8. Results “In my opinion, the process of doing the coursework encouraged me to learn independently”. Direct entry student responses Mature student responses

9. Results “In my opinion, the process of doing the coursework encouraged me to learn independently”. There was generally stronger agreement than disagreement with the statement from both student groups. Direct entry students perceived coursework 2 as least likely to encourage independent learning. Mature students perceived coursework 3 as least likely to encourage independent learning.

10. Results “In my opinion, the process of doing the coursework contributed effectively to my learning”. Direct entry student responses Mature student responses

11. Results “In my opinion, the process of doing the coursework contributed effectively to my learning”. Less certainty was expressed as a response to this statement from both groups. Strongest agreement was expressed for coursework 1 and 2. There was least agreement with the statement for coursework 3.

12. Reference: Schweizer, K., Paechter, M. and Weidenmann, B. (2003) Blended Learning as a strategy to improve collaborative task performance. Journal of Educational Media, 28 (2-3), pp211-224