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4: Fostering Online Collaboration and Teaming
In this week’s reading, chapter
eight focuses on ways to promote collaboration within an online course. The instructor in an online course is viewed
more as a facilitator to initiate insightful collaboration and discussion of
the students than as one who simply delivers information. Palloff and Pratt elaborate about many
necessary elements that help develop effective collaborations. Establishing a shared goal within a learning
community is a necessary first step (Palloff & Pratt, 2007). In doing so, everyone involved gains a clear
idea of what to expect and also gains a sense of belonging with the group. Initial introductions are also a way to not
only get to know others within the learning community, but also a means to
connect with others personally within the learning environment. Forming teams with clear expectations not only
regarding the assignment, but also the means in which to accomplish the tasks
(i.e. when and how to meet and communicate with group members) is another way
to facilitate collaboration. These team
activities allow for students to interact with one-another and often discover
that student-to-student discussions are a great learning experience. In fact, the instructor can foster this type
of student discussion by posing questions or topics of discussions for student
to springboard off of that lead to deeper learning and presence within the
learning community. Palloff and Pratt (2007)
note that student discussions should also include feedback to one another to
allow the students to reflect on their work and their thinking.
Collaboration helps students develop
transformative learning that is discussed in chapter nine. Palloff and Pratt use the term transformative
learning first coined by Jack Mezirow.
Transformative learning is “based on reflection and on the interpretation
of the experiences, ideas, and assumptions gained through prior learning”
(Palloff & Pratt, 2007, p. 185).
They explain that collaboration and transformation learning are cyclical
events; one leading to the other and vice versa. Reflection of one’s learning and thoughts are
key to the development of transformation learning. Online learning communities that utilize
feedback and topic discussions, for example, will allow the students to reflect
on their work or about a relevant topic.
Reflection should not only include what and how we learn, but also the
means by which we are learning; in other words, the technology that the
students are using to learn. Discussion
can now reflect upon the technology being used as well. Ultimately, the process of transformative learning
“is one that moves a participant from student to reflective practitioner”
(p.188).
Indiana University professor Curt
Bonk speaks about online collaboration and teaming in a video that mirrors much
of what Palloff and Pratt discuss in chapters eight and nine. Bonk highlights areas of effective
collaboration for online courses. He
begins by stressing the importance of well-structured and thought out tasks
(Bonk, 2010) much like Palloff and Pratt also contend that discussion ideas
need to be thoughtful and thought-provoking such as real-life examples,
problems, interests and experiences (Palloff & Pratt 2007).
The article and video both stress
the effectiveness of formulating teams within the class. Also mentioned, are the considerations that
go into forming teams such as team expectations, assessments, means of
communication, and the technology to aid in the teamwork. They both place value on reflection of group
activities as well. Bonk suggests the
use of specific online collaborative programs such as Google Docs, PBworks,
wikispaces, and others as the means to communicate and share within
groups. Palloff and Pratt do not
specifically point out types of technology, but rather the importance of
immersing the learning in technology so that the learner can better discover
the uses of different technologies.
Overall, they all agree that collaboration and teaming are effective
means to promote community and transformative learning in an online community.
References
Bonk, Curt. "9. Fostering Online Collaboration
and Teaming - YouTube." YouTube. Instructional Consulting, 31 July
2010. Web. 6 Dec. 2012. <http://www.youtube.com/watch?v=xetoek6hxjc>.
Palloff, R. M., & Pratt, K. (2007). Building
online learning communities: effective strategies for the virtual classroom
(2nd ed.). San Francisco, CA: Jossey-Bass.
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