Learning experiences that involve distance education have increasingly produced a unique set of qualities, or elements, that distinguish online learning from face-to-face courses. These elements, as highlighted by George Siemens, include global diversity, increased communication, and collaborative interaction ("Laureate Education," 2008). While each element simulates"real world"work experiences for online learners, the effects of collaborative interaction, within an online learning experience, further creates a lasting foundation for success among online learners.
Stacey asserts (1999) that collaborative interaction enables learners to achieve "a group consensus of knowledge through communicating different perspectives," receive "feedback from other students and tutors," and discuss "ideas until a final negotiation of understanding was reached." For online learners these skills are further developed through the use of an "on-going network of support" that provides "quick" and consistent "means for feedback," which lessen the ideas of group members to go "in the wrong direction" (Stacey, 1999). Collaboration helps to keep people further engaged with content and their work on the job (Dansel, 2011). In a study that caused instructors to "walk the talk," by experiencing collaborative learning like there students, the online instructors found that collaborative experiences also deepened their connection with the content (Morrison, 2013). Therefore, collaborative interaction not only benefits those who are online learners, as students, but also contributes to the professional growth of online instructors (Morrison, 2013).
While collaboration can be as "simple as talking with someone with more or different experiences than you" (Dansel, 2011). Online collaboration has changed overtime. Back in the 1990s, online collaboration consisted of emails, groups chats, and the use of "conferencing programs" (Stacey, 1999). By the 2000s, collaboration programming grew to incorporate social networking platforms (i.e. Facebook), and, by the 2010s, free video conferencing websites (i.e. Skype), blogs and learning management programs (i.e. Blackboard). All of these mediums have contributed to the increasing quality of online learning experiences, and they further prepare online learners for increasing work demands that require the use of online collaborative tools.
Blog References:
Dansel, N. (2011, July 14). Importance of having reasons to collaborate online. [Blog post]. Retrieved from http://www.interact-intranet.com/importance-of-having-reasons-to-collaborate-online/#
Morrison, D. (2013, December 1). How online educators benefitted by walking-the-talk with collaborative instructional design. [Blog post]. Retrieved from https://onlinelearninginsights.wordpress.com/tag/collaborative-learning/
Additional References:
Laureate Education, Inc. (2008). Principles of distance
education: The future of distance education. Baltimore, MD: Author.
Stacey, E. (1999). Collaborative learning in an online environment. Journal of Distance Education. Retrieved from http://web.mit.edu/acs/faq/Online-collaboration/collab-learning_files/stacey.htm.
Blogs I posted to:
http://jeanniefrazierblog.wordpress.com/2014/03/25/f2f-courses/comment-page-1/#comment-7
http://educ7102krobertson.wordpress.com/
Hi, Bianca. I have found that global diversity, communication, and collaborative interactions often go hand-in-hand within well designed distance education courses. The multiple perspectives within collaborative groups and teams make it possible for the team as a whole to learn at a much deeper level, to assemble a more holistic, vivid picture of problems of interest, and to develop more complex and innovative solutions than would have been possible otherwise (Bolman & Deal, 2008, pp. 289, 326; Siemens, 2004).
ReplyDeleteWhat are some of the modern technological tools that teachers can integrate into their distance education courses to facilitate these interactions and collaborations between students and to take advantage of the diversity that is often present in such classes?
Thanks for sharing your added insights!
References
Bolman, L. G., & Deal, T. E, (2008). Reframing organizations: Artistry, choice, and leadership. (4th ed.). San Francisco, CA: Wiley.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm
Hi Steven,
ReplyDeleteThanks for your reply. I have incorporated into my blog post an update that directly speaks to your question of technological tools that further facilitate collaborative interactions. You are right - the ideas around global diversity, communication and collaborative interactions do go "hand in hand." I find it difficult to focus on one and not how it addresses or impacts the others. Collaborative interaction incorporates a diversity of views that draws out one's "expertise," as identified by Dansel (2011). Collaboration causes those within a group, or class, to come to a consensus, or mutual willingness to share his or her views. Therefore, I am unable to limit my definition of diversity to a cultural norms or identity. Diversity, within the context of online collaboration, in my view, focuses more on the varied opinions and views that participants contribute to such forums.
Bianca,
ReplyDeleteGood evening.
I enjoyed you post. The discussion about interaction and collaborative tools is a great foundation to discuss how to keep students engaged in online collaborative dialogue. In my experience at the undergraduate level, I have found classroom discussions are short and one sided unless I encourage interaction. In distributed education courses, the interaction is more dynamic, but quality is usually the result of student interest in the coursework. Have you identify any tools or techniques that encourage student engagement in collaborative interactions.
Thank you.
Jerry
Hi Jerry,
ReplyDeleteCurrently, I use Google Docs. Google Docs are highly effective, I can peek in on what students are doing, and the students can interact in real-time. Thanks for your post!