Merits of Group Assignments in Online Education

In spite of the challenges of collaborating online in group activities, learning is a social event and should, as far as possible, be attained in conjunction with others. With new technologies being ubiquitously used in distance education, learners no longer have to bear the isolation that their peers experienced in the past.

When carefully managed, both academic and social needs of the learners can be met in virtual environments. Group activities increase time on task, opportunities for expression, and provide learners with a broader perspective on their learning.

For academic activities, learners probably benefit more when such activities are monitored by the instructor, and the expectations for performance are well defined. The instructor’s role is to be a "guide on the side" and steer learners in the right direction. As Vigotsky put it, a "More Knowledgeable Other" (MKO) may help a learner achieve tasks that may be in one's Zone of Proximal Development (ZPD).

Informal collaboration should be largely voluntary but encouraged for both academic and social exchanges. However, instructors should set the tone and protocols for communication because learners benefit most when the learning environment is cordial and respect for different voices/opinions is expected.

Synchronous Communication in Online Education: The Case of Group Projects

Does synchronous communication further the efforts of online collaboration? At a glance, the answer is definitely "yes" until one looks at the logistics of getting online learners together at the same time. A good number of people choose online education because of the flexibility it affords them, and the ability to continue pursuing their multi-layered daily responsibilities. If we consider Vigotsky's Social Development Theory, much can be gained from collaborative work. Assigning group projects is one way to achieve this. The question is, what are the ideal conditions for promoting active involvement in group projects among online learners? Here, I propose a few strategies:

1. Whenever possible, let the learners select from a group of topics, the project to pursue. When learners are interested in a project, they are more likely to participate with vigor

2. Provide clear guidelines of expectations for each group

3. Have incentives for completing the project

4. Identify a group coordinator

5. Within groups, determine milestones and contributions of each member or sub-group

6. Select the best methods of communicating and brainstorming; determine tools for synchronous communication or whether they should be used at all

7. Set deadlines for reporting to the group coordinator at each stage of the project.

While synchronous communication sounds like a great idea in online education, in reality, it is not particularly convenient or easy for learners to collaborate on projects in this manner. Our own class project (with relatively few team members) has undoubtedly proven this to be so. It is likely that one is able to reach more people who are not in their group than are; these are pehaps people who are ernest about their projects or whose schedules are more aligned, and therefore, should probably have been team members. The temptation to break away and form "side groups" is high but would defeat the premise of the exercise, whose unintended lesson might be to remind us that in real life, the ideal is usually out of reach, but that should not deter action.

Certainly, synchronous communication has its place and should be encouraged in online collaborative activities, but it not the only means through which Vigotsky's merits of social interaction for cognitive development can be attained. As for me, I have learned from others through synchronous communication during these last few days.

Reflections on Google Talk and other Web-based Communication

In looking at technology tools for learning environments, ease of use usually dominates the selection of a particular tool over all others. This past week, it has been interesting using Google Talk, an impressive, easy-to-use tool, to communicate with classmates around the world. One can say that synchronous communication is not revolutionary in education circles, but is in fact the traditional way of exchanging information. Not to diminish the positive impact of modern Web-based technology tools, but they merely make it possible for learners who are geographically dispersed to communicate in real time through chats, voice mail, video conferencing, or file exchange.

It is can be said that distance learners prefer using asynchronous to synchronous communication tools. The flexibility afforded by the former complements their choice to learn online and for some, perhaps, serious dialogue takes place here; they have time to reflect, gather their thoughts, and share ideas in the more self-paced environment. Perhaps, even the quality of the discussions is higher in the 'slower-paced' asynchronous communication.

Aside from the cost factor, Google Talk (although currently limited to two participants at a time) and course management system chat features are fairly similar. Google Talk might be a little easier to configure than some course management chat tools. Both can be used to hold office hours, brainstorm, or even facilitate the completion of entire projects. The popularity of Google and its continuing integration of multiple applications might add to its appeal. It is therefore a positive alternative to accomplishing a desirable aspect of online communication.

Whether synchronous or asynchronous, Web-based communication is an asset in education. It allows those who would otherwise shy away from participation in class to find their voice in the virtual world. For most, however online education is more aligned with the flexibility of using asynchronous rather than synchronous communication tools. Instructors should provide the necessary communication protocols and create a 'safe' environment where learners can openly express opposing views.

Survey Results

My survey Innovative Service in Higher Education: Blending High Tech with High Touch was sent to a couple of faculty and staff. This unscientific survey was really meant to test an online survey application and its capabilities. I found the survey service moderately easy to use with convenient features for disseminating surveys in different ways. However, important features such as the Change Collector Settings and Change Collector Restrictions should have been more prominently emphasized as they determine the look and feel of the survey. I found out that certain options cannot readily be changed once the survey is actively in progress.

The survey (for viewing only; please do not take it) was administered to explore (albeit narrowly), the "high tech/high touch" dimensions of the respondents' daily interactions with those they serve in higher education. Here are a few interesting results:

-To interact with primary clientele, most respondents said that they used face-to-face communication, although their clientele preferred to communicate with them using high tech (e.g. emails, instant messaging and other online communication tools).

-Most of the respondents stated that they were not restricted in how they chose to deliver service.

-The effectiveness of service provided was hindered by technology disparity, with the clientele perceived as having the more inferior technology. Another factor equally as important was the clientele's shortcomings in stating its needs precisely.

-The respondents indicated that they could provide better service if they had more time or different technologies to facilitate the process.

-Surprisingly, only 22.2% of the respondents stated that they always solicited feedback from their clientele after they rendered service.

The online survey service used was not available for stretches of time, which was a grave reminder that, using any technology requires planning ahead in order to minimize stress, accommodate glitches, AND meet deadlines.

Online Survey

I created a survey and distributed it via email, but then decided to give respondents extra time over the weekend and today to complete it. Unfortunately, it seems that SurveyMonkey service is currently inaccessible. Last time I checked, I had six out of ten responses. I will post an update with the details of the survey as soon as possible.

Camtasia Screen Capture

My project is titled, How to Add a Gradebook Item and Student Grades to the online Gradebook in Blackboard Learning Management System. It is a step-by-step demonstration of accomplishing these two tasks. I intend to improve on the product as I learn more about the capabilities of Camtasia and audio/mouse synchronization, among other things. "A little knowledge is a dangerous thing."

Camtasia PowerPoint Project

In continuing my blog theme of technology integration, I decided to look at some possible realities of supporting instructional technology across the campus. Perhaps you may agree with some of the observations, but then again, you might not. Institutional culture and the value placed on instructional technology ultimately determine perceptions, impact, and success of related initiatives. Some suggestions for bridging instructional technology with support are given from the perspective of administrators as well as instructional support staff.