Online Course Group Work

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Online Course Group Work – Research shows that the collaborative process of group learning provides learners with psycho-social and cognitive benefits that serve to enhance learning. Group work improves retention, critical thinking, persistence, motivation, satisfaction, commitment, time on task, student skills for communication, project management, accountability, peer review, and self-regulation.

Assign groups in Blackboard using the group function. You can choose manual, random or self-Registration for group sets. give each group access to the Blackboard collaboration tools needed for group work.

Online Course Group Work

Establish clear expectations about tasks, timelines, and each group member’s specific role. Have each group develop and agree on a team agreement. Contact the Stearns Center for team contract samples.

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Clarify groupwork assessment criteria and grading scheme from the beginning. Include assessments of the overall group product, team process, and each individual’s contribution to the team. Contact the Stearns Center for examples of group rubrics.

Include peer and self-assessment tools for group members to evaluate their participation in the group work process. Such a tool can be used at checkpoints, as well as at the end of the project. This information may be evaluated differently or have different weights in the calculation of the final group project grade.

The key to effective group work is for students to “understand”, that is, to see the personal value of the group learning experience, especially the value of being involved in the collaborative process (not just the group product).

Be prepared to provide guidance and resources to students; but let the groups work on logistics, problems and conflicts on their own.

Leading A Virtual Classroom With External Partners I Hhl Blog

Let students understand that group work takes more time than individual assignments. Set up groups in advance. Provide teams with team building and communication tools. Have each group set checkpoints at regular intervals to report on the status of group product as well as group progress.

Have each group establish norms for the group, including specifying individual roles and responsibilities and communication rules. The group contract sets expectations for all group members. See Examples of group project tools (including team contracts) on Carnegie-Mellon University’s Eberly Center, Teaching Excellence & Education Innovation website.

Keep the group project going in stages, requiring groups and group members to “log in” at each stage. This will ensure constant communication between group members throughout the process.

Have students develop solutions to address group problems or conflicts, but let them know that you are ready to provide guidance if they find that they are unable to move forward because of their disagreement.

What Works Well: Online Students And Instructors Infographic

Include a peer and self-assessment tool for group members to assess their participation in the group work process. Such a tool can be used at certain checkpoints, as well as at the end of the project. This information may be taken into account in calculating the final group project grade or may be of different weight.

Clarify Expectations To set style and clarify expectations, I developed a document called “Groupwork Basics” that I publish on Blackboard. Group work is not necessary every week to allay fears and anxieties. I have also developed a “Peer Review of Group Members” that they can access at the beginning of the term. It is an easy to use, Likert scale based tool. Group members are evaluated on three main characteristics: quality of contributions, participation and communication. I use the Discussion Board, File Exchange, and Email tools in Blackboard to facilitate communication between group members.

Use Blackboard Collaborate for Real-Time Group Interactions Creating an online community where students can network with each other and share resources is the primary reason I use Blackboard Collaborate for my simultaneous [online] teaching. I create student interactions through purposeful planning of a variety of different areas, including student groupings, follow-up questions, use of whiteboards, the inclusion of breakout rooms, and the inclusion of multiple interaction tools. A student can ask questions in the chat box or mark a whiteboard slide to show links between content while other students take notes or use other media resources. My advice to anyone trying to increase student engagement with both content and peers at Blackboard Collaborate is to purposefully plan each activity to maximize student engagement. Using the graphic organizers from “Making Thinking Visible” (Ritchhart et al. 2011) naturally gave me a few great builds involving group communication and collaboration.

Use Wikis for Collaborative Group Learning Activities “Here are my tips: Instructions should be clear so students know their expectations. Assign each student a Q role and assign one person’s task. Then give students tentative deadlines for each task. Q concrete assessment Provide a list of quality expectations Q. For students to use as a Q guide, frequent Wikis with each criterion for evaluating final results and check the progress of each group. Then, in the mid-course term, send out a notice of appreciation and encouragement (for example, if so) two an online course community (OCC) is a group of people who choose a single free online course to take together and then meet regularly for rich discussion, review, and encouragement.

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The best of both worlds: a great selection of free courses available online and the collaborative fun of learning face-to-face together.

Your collective starts with your own group of friends and acquaintances who love to learn and discuss new things. We have tips for putting them together as you continue reading.

After you create your first group, you collectively choose an online course like Coursera, edX or similar. (You’ll also find a variety of courses and reviews here, along with tips on that.)

Then you decide how much to cover before your next meeting. On a regular basis, if possible, you meet face-to-face and discuss the material you have agreed to cover. And repeat! When you’re done, choose another course.

The Right To Education

In 2019, I started an online course community in Lexington, Massachusetts, USA. It’s been getting stronger ever since. About ten of us meet once a week (online during the pandemic). We’ve covered a number of free courses, from astrophysics to Shakespeare.

So many people liked the idea that I finally created this site to share how we achieved success. It’s here to give you some tips and resources to get started on your own. No business plan here so far! How to design an online course to lead to a meaningful learning process for students? And how can this process be made collaborative? — By collaboration, I mean really interesting work throughout the course, not just group work assigned to students.

I think it all has to start with making a distinction between two pairs of words that are often misinterpreted: cooperation versus collaboration, and group versus community. The first pair, collaboration, and collaborative work are often used interchangeably in an academic context, both in teaching and research. I can say that cooperation is more meaningful and therefore requires more effort from all cooperating parties. In pedagogical practice, this can be a collaboration between teachers (challenging, but rephrasing) and between teacher(s) and students and students. In the last case, a semantic distinction between group and community also comes to the fore: in a group work students at least need to cooperate, but to create a (learning) community they need to cooperate.

How can the teacher help students build a learning community and foster learning collaboration? First of all, the course should be designed around the idea of ​​peer learning, not just one (number) group working with assignments. We learn from each other most productively because our human nature is social. However, students need motivation and encouragement to learn together. Both of these can be produced and reinforced by a good learning facilitator, that is, the teacher.

Distance Learning Blueprint

Finally, the aspect that requires the most rethinking is evaluation. In community cooperative learning, there is a need to look at both the outcome and the process of learning. To evaluate an outcome — a rubric can be created; however, it is more difficult to evaluate a learning process. An ideal option would be to collect peer feedback and individual summary assessments of students’ learning. However, if students are more familiar with exams or course compositions than they are used to such forms, their reflection on the learning process may not be so meaningful. And yes, now I come to the key point: reflection as a learning tool. As both a teacher and a student, a longevity student, I am still exploring. I have experienced this in its various forms, including a student’s learning diary, a teacher’s reflective diary, a blog post, and a reflection on my teaching practices through analysis of my videotaped lessons. Therefore, I also know how difficult it is to reflect on one’s own learning. However, the more conscious we are about our own learning, the more effective a community learning process can be, and therefore, collaboration will be more fruitful when students are more conscious of their learning goals. While some courses require more groups

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