An investigation of collaboration processes in an online course: How do small groups develop over time?

Namsook Jahng

doi:10.19173/irrodl.v13i4.1211

Abstract

<p>This study investigated communication patterns and behavior in problem-solving groups in a graduate online course. An inductive qualitative analysis method was employed to analyze 732 messages that were retrieved from small group forums. The current study identified a temporal pattern of group development was in comparison with existing theoretical models: the traditional group development model (Tuckman, 1965; Tuckman &amp; Jensen, 1977) and the punctuated equilibrium model (Gersick, 1988; 1991). All the groups had two working phases and three decision-making points. The temporal pattern of group behavior was close to the phase transition concept of Gersick’s model. Some groups tended to undergo Tuckman’s stages, but their development stages were not necessarily sequential or hierarchical. Thus, it is concluded that Gersick’s model could be more useful for researchers and instructors to better understand and assist online students in problem solving collaborative activities. <br /><br /></p>

Highlights

Collaborative learning is a central theme of research and instructional design in online courses
This study aims to provide a vivid description of collaboration processes in a problem-solving activity in a graduate online course
This study examined communication patterns and behavior in problem-solving groups in a graduate online course

Summary

Introduction

Collaborative learning is a central theme of research and instructional design in online courses. Problem-solving activities in small groups are frequently employed as an instructional method to foster collaboration in current online courses. An ill-structured problem-solving activity is designed to allow learners to engage in more complex collaboration processes with divergent ideas and experiences shared among individuals to reach convergent thinking in knowledge building, and commonly based on assumptions and methods of constructivism and situated cognition (Jonassen, 1997). Knowledge coconstruction and advancement (Bereiter & Scardamalia, 2003) and learning from/with peers (Vygotsky, 1978) can occur as learners collaboratively verify problems; relate the problem’s goals; clarify alternative perspectives; generate solutions; gather evidence to support/reject positions; determine validity/construct arguments; implement and monitor solutions; and adapt solutions (Jonassen, 1997)

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Discussion

Conclusion