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Exploring Collaborative Online Learning - 3 views

www.merlot.org/...viewMaterial.htm module 4 assignment collaboration Merlot
shared by alexandra m. pickett on 17 Jul 10 - Cached
  • . Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 17 Jul 10
       
      "Groupwork" as we know it, will have to be reinterpreted in the online environment.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      : ) i see you thinking!
  • Joy Quah Yien-ling on 17 Jul 10
     
    Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment. Johnson & Johnson (1996) list the following major types of behaviors in collaborative learning situations: * giving and receiving help and assistance; * exchanging resources and information; * explaining elaborating information; * sharing existing knowledge with others; * giving and receiving feedback; * challenging others' contributions (cognitive conflict and controversy leading to negotiation and resolution); * advocating increased effort and perseverance among peers; * engaging in small group skills; * monitoring each others' efforts and contributions.
  • alexandra m. pickett on 20 Jul 10
     
    Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment. Johnson & Johnson (1996) list the following major types of behaviors in collaborative learning situations: * giving and receiving help and assistance; * exchanging resources and information; * explaining elaborating information; * sharing existing knowledge with others; * giving and receiving feedback; * challenging others' contributions (cognitive conflict and controversy leading to negotiation and resolution); * advocating increased effort and perseverance among peers; * engaging in small group skills; * monitoring each others' efforts and contributions.
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ETAP640amp2011: Peer evaluation- does it tell the whole story?: Peer evaluation- does i... - 0 views

ualbany.mrooms.net/...post.php
shared by Diane Gusa on 01 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      A good example of how we learn through experience. The peer evaluation was not vague. You could see (visual feedback) the outcome of your choices.
  • accepting the way things turn out
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      I am not sure if dividing the pie taught you to accept things as they turned out. I am sure this lesson was taught as the process continues
  • ...7 more annotations...
  • elevate the quality of your own discussion posts.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      not if I do not understand what the "number" meant.
  • Maybe they are right. maybe not.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      How do I know who is right (though this has not been the issue for me, the issue has been understanding) if I don't know what criteria they felt I missed.
  • This feedback is intended to help you improve your posts.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      But you both may have given a 3 on different criteria. So I ask again, how will I know what to improve?
  • use the feedback to gauge your success.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      I mean no disrespect, but I gauge my success on what I have come to understand and can apply to my online teaching.
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REAP - Resources > Assessment Principles: Some possible candidates - 0 views

www.reap.ac.uk/...resourcesPrinciples.html assessment feedback principles reap design teaching learning
shared by lkryder on 17 Aug 14 - No Cached
  • Table 1: Principles of good formative assessment and feedback. Help clarify what good performance is (goals, criteria, standards). To what extent do students in your course have opportunities to engage actively with goals, criteria and standards, before, during and after an assessment task? Encourage ‘time and effort’ on challenging learning tasks. To what extent do your assessment tasks encourage regular study in and out of class and deep rather than surface learning? Deliver high quality feedback information that helps learners self-correct. What kind of teacher feedback do you provide – in what ways does it help students self-assess and self-correct? Provide opportunities to act on feedback (to close any gap between current and desired performance) To what extent is feedback attended to and acted upon by students in your course, and if so, in what ways? Ensure that summative assessment has a positive impact on learning? To what extent are your summative and formative assessments aligned and support the development of valued qualities, skills and understanding. Encourage interaction and dialogue around learning (peer and teacher-student. What opportunities are there for feedback dialogue (peer and/or tutor-student) around assessment tasks in your course? Facilitate the development of self-assessment and reflection in learning. To what extent are there formal opportunities for reflection, self-assessment or peer assessment in your course? Give choice in the topic, method, criteria, weighting or timing of assessments. To what extent do students have choice in the topics, methods, criteria, weighting and/or timing of learning and assessment tasks in your course? Involve students in decision-making about assessment policy and practice. To what extent are your students in your course kept informed or engaged in consultations regarding assessment decisions? Support the development of learning communities To what extent do your assessments and feedback processes help support the development of learning communities? Encourage positive motivational beliefs and self-esteem. To what extent do your assessments and feedback processes activate your students’ motivation to learn and be successful? Provide information to teachers that can be used to help shape the teaching To what extent do your assessments and feedback processes inform and shape your teaching?
  • lkryder on 17 Aug 14
     
    a web resource with the REAP material in the JISC pdf for easier bookmarking
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Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views

jolt.merlot.org/Vol2_No2_TylerSmith.htm attrition cognitive load first time online learners
shared by Alicia Fernandez on 03 Jun 12 - Cached
  • Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%,  and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
  • learners in employment bring a different set of needs, strategies and motivations to the learning process.
  • frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
  • ...27 more annotations...
  • Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
  • Cognitive Load Theory
  • states that learning is initially processed in working memory
  • Learning complex or technically demanding material requires building mental models or cognitive schemas about the subject being studied or the skill being developed over time
  • Learning new material or a skill, for which a schema in long term memory is undeveloped or non-existent, can cause working memory to quickly overload its limited capacity. This overloading can result in a learner becoming highly anxious and losing confidence, which in turn can lead to the learning process, in effect, freezing and the learner being unable to continue.  
  •  “Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.”
  • It is this author’s experience in designing, developing and delivering several eLearning programmes to public sector employees in New Zealand, that a face to face workshop prior the start of the online distance course can make a significant difference to a first time eLearner’s perception and experience of eLearning. 
  • This type of pre-course face-to-face induction workshop can also be used to foster the group’s sense of itself, and to identify the individual participants and their backgrounds, along with their expectations and concerns. It is also helpful to have the course design, structure and philosophy explained and to discuss anxieties associated with beginning an online course.
  • The multi
  • al learning tasks of the first time eLearner
  • dimension
  • (1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
  • come to terms with the computing technologies involved.
  • develop a mental model of the content structure and navigation system in order to find his/her way around
  • engage with the learning materials, readings, activities and assessments that make up a programme of study
  • Confronting the actual content and of becoming a learner again.
  • anxiety
  • abandon his/her existing mental model of what it is to be a learner in a formal learning situation
  • embrace a model based on a self-directed and motivated learner
  • undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
  • Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the learner is inducted can make a very important difference in a learner deciding whether or not to engage and persist or to drop out. 
  • actually apprising learners of the issues of cognitive overload and how it is commonly experienced would go some way towards inoculating learners against its more pernicious effects.
  • Supporting learners till they are over the initial “eLearning learning-curve hump”, may involve a seemingly high level of resource and effort on the part of the course facilitator and associated programme administration staff, but the payoff is that fewer learners will drop out at the early stage.
  • Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
  • In terms of the actual course design and the structure of the materials and learning activities, then it is a useful practice to aim to start slowly and build the course tempo over time.
  • The one area where something may be done to reduce attrition is in the early stages of an online course.
  • Cognitive overload is a likely contributor to high drop out rates, particularly where those withdrawing do so within the first few weeks of the start of a course.  Greater levels of persistence and completions may be achieved if learners are supported to anticipate, prepare for, recognise and recover from the cognitive burden they may experience as first time eLearners.   
  • b malczyk on 22 Jun 12
     
    Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.
  • Irene Watts-Politza on 07 Jul 12
     
    The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
  • Alicia Fernandez on 12 Aug 14
     
    Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.
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MODELS FOR ACTIVITIES AND COLLABORATION IN WIKI ENVIRONMENTS IN ACADEMIC COURSES - 1 views

webcache.googleusercontent.com/search collaboration model for online cooperative learning online learning model
shared by Joy Quah Yien-ling on 11 Jul 10 - Cached
  • Cooperation (1): the simplest collaborative model (Dillenbourg, 1999; Schneider et. al, 2003) and the basis for all the other models.   In this model, most of the work is performed individually. Every student creates a Wiki page, writing and editing only his/her page and share his/her product with his peers.
  • Collaboration and Cooperation (2): in this model, the degree of collaboration is higher than in the previous model, because all students are required to work together on the same content, in groups or as one group, and to edit and improve it together (Dillenbourg, 1999; Schneider et. al, 2003).
  • Cooperation, Collaboration and  Peer-Assessment (3): in the final model,  the most complex of all, collaboration is implemented with respect to all dimensions: product, process and assessment. Students work in groups or alone, upload information to Wiki, edit each other’s products and provide peer feedback about the parts that they did not write (Dominick, Reilly & McGourty, 1997; Morgan & O’reilly, 1999).
  • Joy Quah Yien-ling on 11 Jul 10
     
    The article proposes three models for cooperation in Wiki environments. But this is also salient for online collaboration.
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Taylor & Francis Online :: The use of self-, peer and co-assessment in higher education... - 0 views

www.tandfonline.com/...03075079912331379935 peer assessment Higher Ed
shared by Maree Michaud-Sacks on 20 Jun 13 - No Cached
  • Maree Michaud-Sacks on 20 Jun 13
     
    sorry I could not find open access to this article
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https://www.msu.edu/~mannandr/documents/analysistechinnovation.pdf - 0 views

www.msu.edu/...analysistechinnovation.pdf group student google cooperation interaction mod 2
shared by Gary Bedenharn on 23 Jun 12 - No Cached
  • Gary Bedenharn on 23 Jun 12
     
    Online Word Processing Applications for  Collaboration, Peer Editing, and Teacher Review.  
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Instructional Strategies for Online Courses - 1 views

www.ion.uillinois.edu/...instructionalstrategies.asp
shared by Amy M on 24 Jun 12 - Cached
  • Amy M on 24 Jun 12
     
    Instructional strategies from traditional to peer-based.
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Study Finds That Online Education Beats the Classroom - NYTimes.com - 0 views

bits.blogs.nytimes.com/...-education-beats-the-classroom
shared by Amy M on 24 Jun 12 - No Cached
  • Amy M on 24 Jun 12
     
    Most gains on F2F teaching when online  classes involved an engaging and peer components.
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Consortium of Colleges Takes Online Education to New Level - NYTimes.com - 0 views

www.nytimes.com/...ne-education-to-new-level.html education learning online
shared by b malczyk on 20 Jul 12 - No Cached
  • registered 680,000 students in 43 courses
  • massive open online courses, or MOOCs, that are expected to draw millions of students and adult learners globally.
  • free online artificial intelligence course attracted 160,000 students from 190 countries.
  • ...4 more annotations...
  • 40,000 students downloaded his videos
  • I had about 200 years’ worth of students in my class.” Professors say their in-class students bene
  • not want to give credit until somebody figures out how to solve the cheating problem
  • Grading presents some questions, too. Coursera’s humanities courses use peer-to-peer grading, with students first having to show that they can match a professor’s grading of an assignment, and then grade the work of five classmates, in return for which their work is graded by five fellow students. But, Ms. Koller said, what would happen to a student who cannot match the professor’s grading has not been determined.
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Building Learning Communities in Online Courses - 0 views

portfolio.educ.kent.edu/...dg_swan.pdf online education community
shared by Maree Michaud-Sacks on 05 Jun 12 - No Cached
  • Amy M on 05 Jun 12
     
    An article about peer-to-peer interaction, community development, and instructor communication.
  • Maree Michaud-Sacks on 19 Jul 13
     
    this article discusses the 3 types of interaction needed to sustain community in an online course, as well as the immediacy behaviors that can be used in a text based environment
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P2PU | Learning for everyone, by everyone, about almost anything - 0 views

p2pu.org/en
shared by Amy M on 04 Jun 12 - No Cached
  • Amy M on 04 Jun 12
     
    This is a great site to learn a whole bunch of different things from your peers.
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Self-Regulation-Research - 0 views

www.gifted.uconn.edu/...section4.html self-regulation learning
shared by Catherine Strattner on 10 Jun 12 - No Cached
  • Current research indicates that some gifted students possess better self-regulated learning strategies than their peers, however gifted students may have done very well in school without using good self-regulation strategies because of a combination of their high abilities and/or an unchallenging curriculum. If learning is relatively easy for someone, less effort, organization and other self-regulated activities are expended. Social conditions or personal issues may prevent students from developing self-regulated learning strategies. For some students who already have some of these strategies, social or personal issues may prevent them from using them regularly, and thus, they need to be helped and encouraged to do so. Some gifted and talented students display perfectionism and need to learn to strive for excellence (their personal best) rather than perfection. Some talented students with high potential may find it difficult to learn self-regulation when it is not taught, modeled, or rewarded by the adults in their home and family. Even if students interact regularly with adults who demonstrate self-regulation, they may fail to use these skills themselves due to peer pressure or refuse to use the strategies their parents or teachers regularly employ at home or school. Compared with low achieving students, high achievers set more specific learning goals, use a variety of learning strategies, self-monitor more often, and adapt their efforts more systematically. The quality and quantity of self-regulation processes is crucial. We must recognize that one self-regulation strategy will not work for all students, and that the use of only a few strategies will not work optimally for a person on all tasks or occasions. It is important that students learn to use multiple self-regulatory learning skills rather than single strategies. They must also learn that their goals and their choice of self-regulation strategies have to be continually adjusted.
  • Catherine Strattner on 10 Jun 12
     
    This is an excellent resource to provide guidance in developing self-regulated learning skills in students. It is geared toward the talented and gifted population, but I believe it can be used with other populations as well.
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Increasing Student Interaction in Your Online Course - 0 views

2010ncties.pbworks.com/...interaction.pdf feedback education teaching interaction
shared by Lauren D on 13 Jun 12 - No Cached
  • Lauren D on 13 Jun 12
     
    create a Dear Abby discussion forum in your online course that allows students to post problems they may be having with a particular concept or assignment assign a few new students to the role of Abby each week and have them respond directly to any peer questions encourage other students in class to confirm "Abby's" suggestions or provide alternative suggestions
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P2PU Blog | The Peer 2 Peer University blog - 0 views

blogs.p2pu.org
shared by Amy M on 14 Jun 12 - Cached
  • Three Types of Badges.
  • Community Badges.
  • Amy M on 14 Jun 12
     
    P2PU and their badging program plans
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P2PU Blog | The Peer 2 Peer University blog - 0 views

www.diigo.com/...d1a6aa35210a6fb46ed38eeecaa34d education learning teaching online technology badging
shared by Victoria Keller on 18 Jun 12 - No Cached
  • Victoria Keller on 18 Jun 12
     
    P2PU is excited to announce a treasure chest of new courses and challenges that cover our widest range of topics yet. In addition to new offerings, we've been putting in the hours to make courses more social, scalable and easier to find. We've jazzed up learner profiles where you can add your P2PU badges to your Mozilla Backpack.
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Is There Too Much Interaction in Your Online Courses? - Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...raction-in-your-online-courses
shared by Amy M on 17 Jun 12 - No Cached
  • However, as time has passed, some research has begun to question the value of interaction, suggesting that there could be too much interaction required in a course
  • The more participants a learner had to pay attention to, the less satisfaction they had with the learning environment.”
  • Amy M on 17 Jun 12
     
    Try to balance teacher instruction and peer instruction
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JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...chan_0912.htm voicethread study amultimedia asynchronous tool module 4 assignment
shared by alexandra m. pickett on 17 Jul 13 - No Cached
  • In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education.
  • Results Out of a total of 61 students in two online sections of the business policy course, 22 students – 14 females and eight males – took part in the exam review and VoiceThread survey (i.e., the first phase of the study). The participants were graduating seniors, and as part of the course, they had participated in weekly discussion board activities within the University’s LMS, Blackboard. None of them had used VoiceThread prior to their involvement in the study. The survey results are presented in Tables 1, 2, and 3. Table 1. Survey responses – "yes/no" items (N = 22)
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      I will also use this article in my course as a required reading.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      This resource as well be a good article to show the relationship of Voicethread with student-student and student-teacher interaction. This article also ties back to Chickering and Gamson's Seven Principles.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      ok. got it! very good diana!! : )
  • Question Yes No Comments 1. Did you comment on the VoiceThread? 22 0   2. Was it difficult to comment? 1 21 "A little, text box small." 3. Would you like to use VoiceThread for future exam reviews and discussion of chapter concepts? 14 8 "Yes. [It is] More interactive, [and involves] not just reading text, but actually listening, and picking up information that way." "Yes. By then I will know how to use the microphone." "No. [It] Take[s] less time to read answers on Blackboard's discussion board as opposed to listening to people's answers on VoiceThread. It was difficult to read the small text." (This student liked participating in the exam review on VoiceThread for the extra credit, and she would do it again if extra credit were given.) "No. I won't be able to use it with my other devices such as my iPad and iPhone." "No. It's easier to read the review questions and find the answers in the book." 4. Would you like to use VoiceThread to make a presentation for a course in the future? 14 8 "Yes. Sure! That would probably work out pretty well!" "Not really! Not unless I have to." 5. Would you suggest to your peers the use of VoiceThread for making their own presentations? 16 6  
  • ...2 more annotations...
  • Table 2. Survey responses – rating-scale item (N = 22) Question Very Easy (1) Easy (2) No Problems (3) Some Issues (4) Very Difficult (5) 6. How difficult was it to create your VoiceThread account? 19 3 0 0
  • Table 3.Survey responses – open-ended item (N = 18) Question Comments 7. Anything you would like to share about VoiceThread? Positive comments (n = 12) "Very easy and convenient." "I think that once I was able to get into the system it was easy to use. Now I need to understand why the mic[rophone] does not work, maybe my laptop." "It was actually very interesting to learning [sic] how to use VoiceThread. It was something different." "I like the way I can participate by using text. As English is my second language, speaking is really difficult for me. Also, VoiceThread is really easy and simple to use." "It was really easy to navigate and use." "VoiceThread was very easy to use and it could be beneficial in the future." "VoiceThread is easy and pretty interesting!" "I like that it is very easy to use." "It seems like a good tool to utilize for some classes." "Easy to navigate and good review before the exam." "Never done it before but I think it's pretty good tool." "Seems like a great tool we can use." Comments expressing reservations (n = 4) "I think it was very easy to figure out. My hesitation about using in the future for a course to do a presentation or recommending my peers to use it is that I don't really know much about it so that is why I responded no to those questions. I don't know how to add graphics and things of that nature like on PowerPoint." "VoiceThread is easy to register [on]. However, I'm not too sure about making a presentation." "I think it's a good form of technology. It's not my first choice of communication though. Plus if you're typing your answer the font is super small, not sure if I can change this setting." "[There needs to be a] bigger text box" Unfavorable comments (n = 2) "I do not like the interface of the VoiceThread ... [The interface] makes it hard to use on anything besides a computer." One student found it slightly difficult to "figure out how to answer the questions or how to comment on others' answers."
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Peer Edit With Perfection: Effective Strategies - ReadWriteThink - 0 views

www.readwritethink.org/...-edit-with-perfection-786.html
shared by Teresa Dobler on 21 Jun 14 - No Cached
  • be specific
    • Teresa Dobler
      Teresa Dobler on 21 Jun 14
       
      My students quickly fall into the habit of saying "good job, it was good" rather than being specific - this would also be applicable to constructive feedback.
  • make corrections on the sample by checking for spelling, grammar, and punctuation errors.
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Enhancing Student Revising and Editing - 0 views

files.eric.ed.gov/...ED465187.pdf peer editing
shared by Teresa Dobler on 21 Jun 14 - No Cached
  • icant improvement in students' revising and editing skills in the areasof content and mechanics
  • signif
  • Researchermodels andintroduces- lesson on peerediting
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