Online Course Collaboration – Distance education is a term used when referring to students who are not in the same area and are geographically distant. In recent years, it has been used alongside learning, online learning, and web-based learning. Although these terms have the same meaning, understanding the different learning environments and characteristics can help teachers identify and describe these characteristics.
K-12 schools typically have courses in Learning Management Systems, which connect students to teachers and other students in the lesson sequence. While 1:1 learning ensures students have what they need to progress to the next module collaborative group learning allows students to share their knowledge while supporting other students in the community socially. Real-world work experience requires a collaborative workplace; while this result brings benefits to the employer and the company. In collaborative spaces and online environments, students feel a sense of belonging, share resources and become active participants when working on complex problems.
Online Course Collaboration
Some learners have certain learning characteristics and skills that can make collaboration challenging. “Classical distance learning” is being restructured by social mediation that de-emphasizes independent learning with social interaction and collaboration.
Letting The Tiger Loose: Collaborating To Transform Online Course Design
Collaboration requires students to be active participants, listeners, problem solvers, and have the social skills to gain the viewpoints of other students in the study group. Teachers who teach online must create relevant collaborative learning, with achievable goals, topics that can motivate group communication; that can sometimes be a challenge.
Online courses that require collaboration in study groups can be just as effective, if not more, than face-to-face courses. For student-to-student and instructor-to-student interactions to be meaningful and enjoyable in online environments, these interactions must extend beyond the discussion board. Students who participate collaboratively in online courses make social and academic connections that influence their learning with a sense of professional ownership.
For online collaborative learning to be successful, instructors must create learning experiences with students in mind. A core daily activity for online educators is collaboration, however challenging, when used as a tool in an online learning environment, it can be invaluable even for teacher training. To support teachers who exceed advanced expectations, schools MUST provide advanced planning, training resources, and support to make online learning meaningful, productive, and relevant.
Moore, J., Dickson-Deane, C., Galyen, K., & Chen, W. (June). Designing E-Learn, Online, and Distance Learning Environments: Are They The Same? Retrieved October 07, 2020, from https://www.researchgate.net/publication/233751524_Designing_for_Elearn_Online_and_Distance_Learning_Environments_Are_They_the_Same
Systematic Reviews And Meta Analysis: A Campbell Collaboration Online Course
Higley, M. (2018, January 15). Reasons Why Collaborative Online Learning Activities Are Effective. Retrieved October 07, 2020, from https://elearningindustry.com/collaborative-online-learning-activities-reasons-effective
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“Looking back on this workshop, I was most impressed by how the tools we learned can be useful to different companies and backgrounds. Personally, moving forward, I will always draw on the Grove Facilitation Model when preparing to facilitate meetings to ensure that my meetings are effective from start to finish. end and will use the ‘Decision Funnel’ to make decisions in the group.”
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Grove’s Facilitating Virtual Collaboration Workshop provides a treasure chest of best practices and tools for successful remote work. You’ll tackle the unique challenges that come with virtual facilitation and learn how to run online meetings that are distraction-resistant, productive and visual. Learn ways to increase personal connections and deepen relationships in the online environment. This hands-on workshop gives you what you need to transfer face-to-face facilitation skills to remote and hybrid settings.
You will work with experienced workshop leaders who bring years of field experience to facilitate virtual and visual meetings. Watch behind the scenes as workshop leaders tackle real-time facilitation challenges, and tackle the inevitable technology issues that arise in remote work. As part of a series on instructional design, this post explains how teams can develop online courses effectively and efficiently
Adopting a team approach to course design especially for online courses is becoming a prerequisite in educational institutions. As the course becomes large, mixed or online as part of the institution’s online strategy, there is a need to speed up and standardize the course design process. In the midst of researching for this series of instructional design blog posts, I realized most descriptions of the design course process did not address the multiple roles and expertise required for online delivery formats. In this post I will focus on a paper, Colorado State University-Global Campus [Puzziferro & Shelton, 2008] that provides a good strategy for a collective course design approach applied to higher education. There is another report that I highly recommend for readers interested in the team design approach—MOOCs of Edinburgh 2013 Report #1. This overview was co-written by the University of Edinburgh professor who developed the six MOOCs for Coursera.
There is significant literature supporting the idea of team-based online course production that preceded the explosion of open online courses. Additional reports on course design strategies have emerged as MOOCs have become more mainstream. It seems that MOOCs because of their size, their nature requires not only a team-based approach to the development of the course, but for the instructional aspect of the course has been opened. But the team approach to curriculum design for K-12 and higher education may be resisted by some educators. This approach is representative of a paradigm shift in education—the focus is moving toward a student-centered model. Not only must instructors change their instructional practices, but their course creation practices as well. Fortunately there are many reports and papers outlining strategies and frameworks for educators to consider.
Course: Facilitating Virtual Collaboration
A collective approach to instructional design can be the most difficult challenge. As mentioned, there may be resistance in educational environments where teachers and/or faculty traditionally have exclusive control over curriculum and instructional materials in face-to-face classrooms. This is understandable. But when transitioning or developing a course for an online format, this lone-ranger approach doesn’t work. A highly functioning team can produce high-quality, rigorous courses that are effective in supporting students to achieve their learning goals.
The role for the project will depend on its scope although common roles include, course developer or instructional designer, media coordinator, course platform technician, copyright librarian, just to name a few. Article by
Including a chart of roles and responsibilities (p 127), although there are additional roles due to advances in technology and course offerings that have occurred since the article was published.
Image of Active Mastery Learning Model implemented at CSU-Global Campus. Details are found in a paper by Puzziferro & Shelton
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The model for developing high-quality online courses reflects the team-based process implemented at the CSU-Global Campus in 2008 prior to the launch of the school’s online campus. The paper describes the so-called instructional learning model
, and although I have not used this model, it deserves a review. More instructive in this paper are the strategies and suggestions it provides for collective instructional design. Chapter IV,
“One of the main goals of this course development model is to provide instructional design, media development, and other resources and support. As Oblinger and Hawkins  show, online courses are no longer content-driven; Instead, they are complex and mediated learning experiences with technology that requires high levels of instructional design, multimedia expertise, and technology skills that few faculty possess. [Puzziferro & Shelton]
Highlights from the article: “In our model, we recommend a single faculty member who works with the instructional development support team to minimize potential academic conflicts, and suggest a stronger leadership role for the Instructional Technician.
Pdf) Online Course Student Collaboration Literature: A Review And Critique
That contributes to the successful team work at CSU-Global Campus. I’ve added a few factors based on my personal experience with team course design:
Although I’ve only covered team course design, I’ve included some links to resources for readers who want to go deeper into this topic. In my next instructional design post, I will begin to address practical application methods of course design. Please share here any other articles or insights you have on team course design. Thanks.
Competency-Based Learning Book Review Educational Technology Trends & News Facilitating Group Work Higher Education Instructional Design Learning Management Systems MOOCs Online Instruction Online Pedagogy Online Presence Open Education Resources Open Source Initiatives Personal Learning Networks & Environments Professional Development Skills for Students How to design an online course is how to make it learning process that is useful for students? And how to make this process together? – By collaboration, I mean here fun work during the course, not just group work assigned to students.
I think that everything should start from making a difference between two pairs of words, often misinterpreted: cooperation vs collaboration and group vs community. The first pair, cooperation and collaboration, are often used together in an academic context, in teaching and research. I would say that collaboration
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