Strategies to Engage Students in Collaborative Online LearningIt is all about the Community

Why Collaborate Online“Collaborative activities can alleviate feelings of isolation by purposefully connecting learners with one another through various learning activities and promoting interdependence” (Palloff & Pratt, 2007, p.159

Collaboration promotes the following skills:Development of critical thinking skillsCo-creation of knowledge and meaningReflectionTransformative learning (Palloff and Pratt, 2005. p.4)

Evidence of CommunityInstructors will have evidence of an online community when the followingindicators are seen (Palloff and Pratt, 2007): 1.) Active interaction involving both course content and personal2.) Collaborative learning evidenced by comments directed primarily

student to student rather than student to instructor3.) Socially constructed meaning evidenced by agreement or

questioning, with the intent to achieve agreement on issues of meaning

4.) Sharing of resources among students5.) Expressions of support and encouragement exchanged between

students, as well as willingness to critically evaluate the work of others (p. 31)

Accomplishing Community

Collaboration“The most meaningful learning for students

[occurred] when they shared personal experiences related to course content” (Dabbagh and Bannan-Ritland, 2005, p. 86).

Collaboration has a direct correlation to an online

community, which is essential and dependant on student’s

social presence, learner satisfaction, and active interaction in

their online courses.

Elements of CommunityPeople: The students, faculty, and staffShared Purpose: Coming together sharing information, interests, and resourcesGuidelines: Create structure by providing ground rules for interaction and participationTechnology: The vehicle for delivery and a place where everyone can meetCollaborative Learning: Student-to-student interaction that supports socially constructed meaning and creation of knowledgeReflective Practice: Promoting transformative learning

Learning is Authentic and Meaningful

“One of the most important tenets of e-learning is that it bridges work and learning. While the best classroom experiences bring work into the learning environment, the best e-learning experiences bring learning into the work environment” (Rosenberg, 2011, p. 179).

Challenges in Online Collaboration

Mistrust of information and individuals Limited Resources to time and information Class dynamics change with students dropping class or

entering late Lack of group communication, representation and participation Technical difficulties with hardware, software and LMS Course design issues or improper activities Leadership or faculty concerns Cultural differences and conflict resolution Expectations set to high

Instructional Strategies and Activities

Instructional Strategies and Activities Suggested in Simich-Dudgeon (1999):

Create awareness to promote shared meaning and a supportive learning community

Encourage use of interpersonal involvement strategies such as personal stories, metaphors, and irony

Encourage use of personalized greetings to promote a sense of community

Instructional Strategies and Activities

Instructional strategies and activities suggested by Haythornthwaite, Kazmer, Robins and Shoemaker (2000):

Promote initial and sustained bonding through multiple means of communication related to social and work activities

Establish a regular schedule for communication to occur Provide public and private synchronous interaction Monitor and support continued interaction Provide feedback

Instructional Strategies and Activities

Instructional strategies and activities suggested by Rovai (2001)

Create a community by designing and supporting student interaction and involvement

Build community by encouraging socio-emotional communication as well as educational interactions

Be sensitive to differences and adapt your teaching to facilitate interaction

Consider incorporating a rubric

Instructional Strategies and Activities

Instructional strategies and activities suggested by Barab, Thomas and Merrill (2001):Involve interpersonal issuesPromote sharing of personal experiences through content that is personally meaningfulDesign a course that intentionally establishes an online communityEmphasize course climate as well as course contentConsider asynchronous communication methods for promoting reflective thought

Simple Activities You Can Add to Your Online Courses

Synchronous chat via online office hoursAllow students to provide feedback on each other’s work through Track Changes featuresEstablish personal sharing via Ice Breaker activitiesUse Web 2.0 Tools such as Voice Thread, Wikis, and BlogsSmall-group assignmentsSimulationsHomework forumsAsynchronous discussion of readings and assignment progressShared course and discussion facilitation

One Last ThoughtPalloff and Pratt (2005) state

The more we engage our students in a process of ongoing evaluation of their own performance, the more meaningful the online course will be to them. The more we engage them in working with one another in both collaborative activity and collaborative assessment, the more likely they are to engage in a learning community that will sustain them beyond the end of the course. The more meaningful the course, the more likely it is that they will become empowered and lifelong learners. (p. 53)

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