Abstract
Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.
Highlights
The Challenge of Creating Effective Study GroupsOnline courses offer the opportunity to create a highly social learning environment, characterized by participation and interactivity for both students and instructors
In a straightforward comparison of participation levels as measured by percentage of postings in module 4 (# of postings in module 4 study group area/total # of postings in both study group areas), there was no discernible increase or decrease in participation levels when a grade was assigned in comparison to student participation levels in the thirteen previous offerings of the course when a grade was not assigned to the group project
These preliminary findings do not show an immediate benefit in assigning grades to the collaborative study group project, but this is based on only two sections of the course that have had graded projects
Summary
The Challenge of Creating Effective Study GroupsOnline courses offer the opportunity to create a highly social learning environment, characterized by participation and interactivity for both students and instructors. Swan (2001), citing a Creating Effective Collaborative Learning Groups in an Online Environment Brindley, Walti, and Blaschke number of authors, identifies course design as a critical factor in determining the quantity, quality, and type of interactivity (learner interaction with content, instructors, or peers) in a course. Kearsley (nd) points to the importance of instructor skill in creating and managing interaction in online courses, when collaborative learning is required. He points out that most people have little formal training in how to successfully interact or work with others and that the social milieu of online activities is quite different from in-person interactions, requiring new skills and behaviors
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