CITE Journal - General - The Diigo Meta page

• 18 Feb 15
  

  marylx
  • Students need to learn how to collaborate as well as to learn how to  collaborate to learn.  Group members must be able to collaborate and   be willing to collaborate with others. Consequently, when group assignments  are developed, instructors may want to consider adding an orientation  component, providing guidelines in which students have the
  • Instead, knowledge is developed through the synthesis of social experiences  transpiring in the classroom
  • Instead, knowledge is developed through the synthesis of social experiences
  • but also guidelines for how the group work will be facilitated in order to  meet the necessary goals. 
  • communication) may cause different problems that might not surface during    face-to-face  group work   .  In   order  to  generate more educative group learning experiences, it is necessary  to reconceptualize the ways in which such online group projects transpire when  utilized by in-service teachers. Additionally, online faculty should be  prepared to recognize the aforementioned facilitative and
  • communication) may cause different problems that might not surface during   face-to-face group work . In  order to
  • communication) may cause different problems that might not surface during  face-to-face group work
  • ) may cause different problems that might not surface during face-to-face group  work
  • Instead, knowledge is developed through the synthesis of social
  • the participants were unable to meet face-to-face, they felt emotionally  isolated and became less likely to take on their responsibilities
  • -to-face, they felt emotionally isolated and became less likely to take on  their responsibilities, such as meeting assignment
  • Since the participants were unable to meet face-to-face, they felt emotionally  isolated and became less likely to take on their responsibilities, such as  meeting assignment deadlines.
  • is developed through
  • individual accountability, affective team support, the presence of positive  leadership, and consensus building skills
  • consensus building skills were particularly critical for designing and  facilitating online collaborative
  • appeared that individual accountability, affective team support, the presence  of positive leadership, and consen
  • appeared that individual accountability, affective team support, the presence  of positive leadership, and consensus building skills were particularly  critical for designing and facilitating online collaborative
  • appeared that individual accountability, affective team support, the presence  of positive leadership, and consensus building skills were particularly  critical for designing and facilitating online collaborative group tasks, as  they seemed to be closely associated with the challenges of different time
  • developed through the
  • collaborative learning and define it as a learning method that implies  "working in a group of two or more to achieve a common goal
  • that learning through collaboration, as compared to competitive or individual  learning, usually results in higher achievement, better psychological  connections
  • appeared that individual accountability, affective team support, the presence  of positive leadership, and consensus building skills were particularly  critical for designing and facilitating online collaborative group tasks, as  they seemed to be closely associated with the challenges of
  • since higher order thinking skills are more likely to be generated
  • Overall, it appeared that individual accountability, affective team support,  the presence of positive leadership, and consensus building skills were  particularly critical for designing and facilitating online
  • Overall, it appeared that individual accountability, affective team support,  the presence of positive leadership, and consensus building skills were  particularly critical for designing and facilitating online collaborative
  • encouraged students to use synchronous communication tools such as an instant  messenger (IM) program or a built-in synchronous chat program within the  learning management system.  Furthermore, providing some techniques about  writing effective online written expressions (e.g., utilizing emoticons or  avoiding the use of capital letters
  • constructive use of online
  • it, but I found it extremely helpful to recognize when students are  online and  to be able  to real-time talk with
  • it, but I found it extremely
  • use it, but I found it extremely helpful to recognize when students are  online and to be able
  • it, but I found it extremely helpful to recognize when students are online  and to be able to real-time talk with them, without the cost of a telephone.
  • , but I found it extremely helpful to recognize when students are online and  to be able to real-time talk with them, without the cost of a telephone
  • order thinking
  • : (a) positive interdependence, (b) promotive interaction, (c) individual  accountability, (d) appropriate use of social skills, and (e) group processing.
  • (a) positive interdependence
  • , transpires when each member in a group perceives that he or she cannot  succeed unless the group does
  • Because of the challenges of its usage (time lags, lack of spontaneity
  • limitations of asynchronous, written communication. B
  • Participants indicated that the challenges inherent to virtual communication  relying solely on written language was the second highest impeding
  • the group does
  • . They reported that students who received guidelines and feedback on their  group process from their instructors actively planned and monitored their  collaboration process
  • . They reported that students who received guidelines and feedback on their  group process from their instructors actively planned and monitored their  collaboration
  • feedback on their group process from their instructors actively planned and  monitored their collaboration
  • succeed unless the group does. Another element for effective collaboration is  promotive interaction,
  • Dewiyanti et al. (2005) also support this suggestion. They reported that  students who received guidelines and feedback on their group process from
  • students who received guidelines and feedback on their group process from
  • when group members act as trustworthy members by acknowledging and challenging  each other’s ideas and facilitating each other’s efforts
  • interaction, which
  • assistance of the instructor, especially when they need to take on a  leadership role
  • assistance of the
  • promotive interaction, which
  • assistance of the instructor,
  • promotive interaction, which exists when group members act as trustworthy  members by acknowledging
  • This accountability can be achieved when each group member’s performance is  assessed
  • tasks in a proactive
  • it cannot be assumed that adult learners (in this case, K-12 teachers) will  be able to handle such group tasks in a proac
  • include debates, group projects, case study discussions, simulations,  role-playing exercises, the sharing of solutions for homework problems, and the  collaborative composition of essays, stories, and research plans
  • for homework problems, and the collaborative composition of essays,
  • of essays, stories
  • affective team support was a significant factor in order for the group to  complete the project successfully in
  • include debates, group projects, case study discussions, simulations,  role-playing exercises, the sharing of solutions for homework problems, and the  collaborative composition of essays, stories, and   

    research plans . However, in  reality, most online collaborative work is usually relegated to discussion  board conversations, in which students mer
  • participants felt that affective team support was a significant factor in order  for the group to complete the project successfully in an online environment
  • students merely generate a dialogue with their peers about the weekly readings
  • . Although this type of activity can certainly be of relevance, the extent of
  • found that learners are often reluctant, frustrated, and dissatisfied with  collaborative learning methods, especially when working within small online  groups
  • frustrated, and dissatisfied with collaborative learning methods, especially  when working within small online
  • instructors can provide students with explicit guidelines on the group
  • k process, while also asking each group to develop group rules and plans.
  • while also asking each group to develop group rules and plans. Monitoring
  • but end up holding fast to subjective, individualistic conceptions of learning
  • mediated communication puts other demands on participants
  • so that technology does not interfere with their communication
  • does not interfere with their communication
  • highly motivated participants can be frustrated when they do not get timely  feedback from group
  • postings. Even highly motivated participants can be frustrated when they do  not get timely
  • rather than technical level
  • technical level
  • the most critical factor
  • individual accountability was perceived as being the most critical factor
  • that difficulties in doing online group projects. Such issues included  cognitive conflicts, individual differences, group grading, different  time-zones
  • new understanding of the constructive use of online communication tools
  • unless they trust group members and feel a sense of belonging
  • constructive use of online communication tools
  • both Group Discussion Board and the telephone equally.  We used instant   message the first half of the course because everyone felt comfortable with  it.  In the second half we used the Group
  • ctiv
  • roup
  • essfu
  • ual
  • accountability
  • individual accountability
  • ividu
  • ounta
  • ividual
  • dividu
  • individual
  • ccountability
  • individual accountability
  • time
  • more
  • ),
  • the constructive use of
  • rstandin
  • online communication
  • online communication
  • unication
  • educators must understand how participants experience their online learning so  that more effective courses and activities can be developed
  • processing
  • ssin
  • ocessin
  • nstead, knowledge is
  • synthesis of social
  • "knowledge building" focusing on knowledge creation
  • skills are more likely
  • higher order
  • to be generated
  • promotive interaction
  • nterdependence
  • prom
  • (c) individual
  • interaction,
  • e) group
  • appropriate use of social
  • processing.
  • member in a group perceives that he or she cannot succeed unless the group
  • effective collaboration is promotive interactio
  • each group
  • research plans
  • their peers about the
  • often reluctant, frustrated
  • fast to subjective
  • conceptions of learning
  • demands on participants
  • technology does
  • not interfere
  • their communication
  • highly motivated participants
  • failure is more likely to occur
  • a social
  • computer-mediated collaboration
  • rather than technical
  • task-oriented communication
  • critically
  • trust group members and
  • a sense of belonging
  • practices could develop their metacognitive knowledge
  • value of a supportive learning community
  • •  value of a supportive learning  community .
     
    • Their new understanding of the constructive use of online communication  
  • the instructor
  • accountability was perc  

    eived
  • the most critical
  • eived as being
  • progress, individual
  • referred to as "social loafing."
  • importance of individual accountability by adding it as one of the five  essential elements for successful group wor
  • instructors need to provide mechanisms to foster individual accountability
  • also asking
  • develop group rules
  • and plans.
  • complete the project successfully
  • an online environment
  • be assumed that adult
  • without the
  • . Instead, appropriate instructor
  • especially when they need
  • guidelines and
  • Findings from Dewiyanti et al. (2005) also support this suggestion. They  reported that students who recei
  • asynchronous,
  • asynchronous,  written  communication
  • students indicated that they were overwhelmed
  • the task at hand. Nevertheless, it is also important to note that the group  disagreements generated
  • Overall

  •  

      

    Overall , it appeared that  individual accountability, affective team support, the presence of positive   leadership, and consensus building  skills  were particularly critical for designing
  • participants were unable to meet face-to-face, they felt emotionally isolated  and became less likely to take on their responsibilities
  • w the group work will be
  • ary goals. 

  173 more annotations...

• 12 May 14
  

  Lane Grann-Stahl

  "Abstract
  
  This study examined the factors perceived by in-service teachers as either facilitating or impeding successful completion of online group work in a virtual graduate school of education program. Based on a quantified qualitative data analysis of open-ended questions, five facilitative factors were identified as (a) individual accountability, (b) affective team support, (c) the presence of a positive group leader, (d) consensus building skills, and (e) clear instructions. There were also seven impeding factors perceived by the teacher participants. Although four of the factors described a lack of the aforementioned facilitative factors, another three broached new, problematic issues that need to be further considered in online teacher education programs. At the conclusion of this article, recommendations are provided that online teacher educators might consider as they initiate group projects in online environments."

  groups_online groups group_work otot LCS2014

• 09 Dec 13
  

  chelsea miller

  This articles author''s are from different universities and has many citations.
  
  Score 8/10

  collaboration negative

  • We found that the three primary benefits perceived as valuable by  in-service teachers included the following: the development of their  metacognitive knowledge; their recognition of the value of a supportive  learning community; and their new understanding of the constructive use of  online communication tools.
  • Although earlier efforts at providing distance education  were mainly based on a linear and behaviorist approach focusing on the transmission  of predefined knowledge and skills, newer initiatives tend to encourage social  interaction among participants (Vrasidas & Glass, 2003).
  • . In other words, the goal of the collaborative learning is not merely "knowledge  acquisition" and "participation," (Doolittle, 2001; Sfard, 1998), but  "knowledge building" focusing on knowledge creation (Paavola, Lipponen, &  Hakkarainen, 2004).
  • According to Johnson and Johnson (2004), positive  interdependence, which is the heart of effective collaboration, transpires when  each member in a group perceives that he or she cannot succeed unless the group  does.
  • This accountability can be  achieved when each group member’s performance is assessed.
  • Using collaborative  learning requires group members to have social skills for trust building within  the team, clear communication, and constructive conflict resolution.
  • Dirkx and  Smith (2004) found that learners are often reluctant, frustrated, and  dissatisfied with collaborative learning methods, especially when working  within small online groups, because they "struggle with the development of a  sense of interdependence and intersubjectivity within their online groups, but  end up holding fast to subjective, individualistic conceptions of learning"
  • They further asserted that these aspects can be exacerbated in online  environments, due to the difficulty in providing the emotional dynamics, which  are often cited as being a critical element of the collaborative learning  process.
  • Likewise, Birnbaum (2001) argued that  difficulties might be more likely to occur when group members try to reach  a consensus in online group work, since there are no verbal or facial cues  to help resolve possible conflicts
  • Hron and Friedrich argued that online participants need to possess or be  trained to have enough computer literacy so that technology does not interfere  with their communication.
  • They also warned that less motivated participants may  withdraw from active participation due to the extra steps involved in  computer-mediated communication when reading and writing discussion board  postings.
  • Currently,  online collaborative learning tends to focus on the cognitive process by  emphasizing task-oriented communication, while assuming that the social  dimension will occur automatically via communicative technologies (Kreijns et  al., 2003
  • However, individuals will not willingly share their tentative ideas  or critically challenge others’ opinions unless they trust group members and  feel a sense of belonging (Kreijns et al., 2003; Rourke, 2000). Therefore,  collaboration often remains shallow due to the lack of affective group support.

  11 more annotations...

• 15 Sep 13
  

  Alisha Birkheimer

  collaboration social

  • Numerous studies have shown that learning  through collaboration, as compared to competitive or individual learning,  usually results in higher achievement, better psychological connections  (caring, support, and commitment), greater psychological health, social  competence, and self-esteem (Johnson & Johnson, 1989; Johnson,  Johnson, & Smith, 1991; Smith, 1995).  It has been also argued that  incorporating well-planned collaborative activities into online teacher  education benefits teachers as well as their students, since higher order  thinking skills are more likely to be generated (Schultz, 2003) and to impact the  learning process by improving socialization skills, as well as enhancing  critical thinking (Jegede, 2002). Other benefits of online collaboration that  have been cited include reflection, peer feedback (Ruhleder & Michael,  2000), and the reduction of anxieties in social situations (Gokhale, 1995).
• 14 Sep 13
  

  Michael Zaino
  • Volume 8, Issue 1   (2008)   ISSN 1528-5804
  • An, H., Kim, S., & Kim, B. (2008).
  • Teacher Perspectives on Online  Collaborative Learning:  Factors Perceived as Facilitating and Impeding Successful Online Group  Work
  • Characterized as "anytime  and anywhere learning," online degree programs are currently attracting an  increasingly large number of in-service teachers who lack opportunities to  attend traditional face-to-face classes during  specific time periods
  • As more in-service teachers enroll in online programs, this issue  calls for the attention of faculty and instructional designers regarding the  teachers’ perceptions and viewpoints about group learning processes.
  • online teacher education program may  not be successful.
  • Online  Learning for Teachers
  • Distance  learning has been utilized in educational settings for many years, taking on a  variety of forms.
  • To  bring out expected learning outcomes, each person’s contribution needs to be  respected, and the community as a whole should be able to synthesize diverse  views (Bielaczyc & Collins, 1999).
  • The terms collaborative and cooperative are often used  interchangeably, even though they are considered as two different research  fields.
  • Several  researchers have argued that an awareness of information, defined as an  "understanding of the activities of others"
  • Currently,  online collaborative learning tends to focus on the cognitive process by  emphasizing task-oriented communication,
  • Therefore,  collaboration often remains shallow due to the lack of affective group support.
  • • Their belief that such practices could develop their metacognitive knowledge, which was  defined as knowledge about one’s own cognition and the ability to monitor the  assumptions and implications of one’s activities (Cordero-Ponce, 2000; Flavell,  1979; Gagné, Briggs, & Wager, 1992).
     
    • Their  recognition of the value of a supportive learning community.
     
    • Their new understanding of the constructive use of  online communication tools.
  • The instructor invited  class participants to fill out an online survey (see Appendix B - PDF) during the last  day of the course on a voluntary-basis.
  • We adapted a quantified  qualitative data analysis of the open-ended questions (Chi, 1997; Creswell,  1994; Rourke & Anderson, 2004; Wilson, 2001).

  14 more annotations...

• 30 Aug 13
  

  Joshua Vargas

  internet collaboration

  • They also warned that less motivated participants may  withdraw from active participation due to the extra steps involved in  computer-mediated communication when reading and writing discussion board  postings. Even highly motivated participants  can be frustrated when they do not get timely feedback from group members. In  addition, the accumulated messages on the discussion board may become  overwhelming for participants to digest (Hron & Friedrich, 2003).  Furthermore, unlike in face-to-face environments, an individual’s actions or  activities are not easily visible to others in online environments.
• 20 Aug 13
  

  Sharon Norman

  Learning through collaboration has been proven to be more effective in studies that have been conducted than other types of learning.

  internet online collaboration e-learning

  • Numerous studies have shown that learning  through collaboration, as compared to competitive or individual learning,  usually results in higher achievement, better psychological connections  (caring, support, and commitment), greater psychological health, social  competence, and self-esteem (Johnson & Johnson, 1989; Johnson,  Johnson, & Smith, 1991; Smith, 1995).
• 19 Aug 13
  

  Tiffany Jackson

  Collaborative Learning e-learning

  • To  bring out expected learning outcomes, each person’s contribution needs to be  respected, and the community as a whole should be able to synthesize diverse  views
• 26 Jul 11
  

  Paul Jinks

  Key factors in facilitating online collaborative work.

  online collaboration collaborative learning

  • Johnson & Johnson, 1989, 2004
• 10 Nov 08
  

  Meridith Bruozas

  Have HC- This study examined the factors perceived by in-service teachers as either facilitating or impeding successful completion of online group work in a virtual graduate school of education program. Based on a quantified qualitative data analysis of o

  OnLineLearning ProfessionalDevelopment cyber

• 16 Sep 08
  

  wayne anderson

  online learning distance Distance Education Collaborative Learning groups eLearning Teaching Techniques Teaching & Learning

• 11 Sep 08
  

  Suzie Vesper

  A reading on the effectiveness of online professional development programmes.

  online_pd

• 08 Sep 08
  

  An, H., Kim, S., & Kim, B. (2008). Teacher perspectives on online collaborative learning: Factors perceived as facilitating and impeding successful online group work. Contemporary Issues in Technology and Teacher Education

  ict onderwijs e-learning samenwerkendleren digitaledidactiek

• 20 Jul 08
  

  Jose Luis Cabello

  Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work

  e-learning aprendizaje edutic

• 

  Departamento TIC (CRIF)

  Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work

  e-learning aprendizaje edutic

• 01 Jul 08
  

  Spyros Papadakis

  teacher_education teacher_training teacher training

• 08 May 08
  

  Britt Watwood

  CITE Journal 8(1) - Factors Perceived as Facilitating and Impeding Successful Online Group Work

  collaboration elearning research

• 05 May 08
  

  Marisa P

  edtech articles research teachertraining

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