Module 3, Assessing Collaboration

Participation in a group setting may be one of the educational world’s most complex and nagging problems.  In the traditional setting, group work creates a purely social situation where the temptation to carry on conversation usually outweighs the motivation to complete the task at hand. It also gives rise to the student that thrives in a group setting because they are willing to take on the assignment individually as the others continue to socialize. To get a true idea of the pitfalls that come with cooperative learning experiences, both in the traditional setting and distance education, see Spencer Kagan’s article on the topic (http://www.ascd.org/publications/educational-leadership/may95/vol52/num08/Group-Grades-Miss-the-Mark.aspx). The problems associated with distance education learning communities, while not specifically related to socializing and the one attentive student, also brings about certain challenges.  These challenges are experienced by the instructor as well as the students participating in the learning community.

The biggest problem faced by instructors comes from assessing the performance of the group members. Instructors walk a fine line in regards to assessing students as individuals and as members of a larger learning community.  On one hand students should be expected to be contributing members of the learning community and the collaborative process.  On the other hand, students are so inherently connected to their own survival that they are not accustomed to being assessed as a member of a group (Laureate, 2008).  In his video presentation, Seimans goes on the discuss the use of assessment as more than simply assigning a grade to a singular, isolated situation.  Technology growth is facilitating the use of authentic assessments that replicate real world situations (Laureate, 2008).  In assessing participation in a learning community it is important that instructors assess the students in various ways to ensure that they can assess the individual and the group.

In comparison to the instructor assessing the learning community, how should the learning community interact amongst themselves?  As mentioned previously, participants are sometimes less willing to participate in the group for various reasons.  According to Palloff and Pratt (2007), the responsibility of running the community is in the hands of the community members themselves.  The theory that all members should help run and manage the group should be a principle from the outset of the learning community’s beginning.  Found in Jay Bhatt’s blog (http://www.library.drexel.edu/blogs/groupwork/2012/10/01/a-group-exercise-to-help-you-learn-more-about-your-team-members) are tips that will helps students begin the learning community with a sense of trust and comfort by getting to know the other members.  Starting the group in this way not only develops the important relationships necessary, but it also develops a sense of accountability.  When a learning community develops trust and accountability then the group will be more likely to operate in a manner that is conducive to learning through true collaboration.

To find out about other tips that will facilitate a more cohesive learning community, read David Wetzel’s blog entry at http://suite101.com/article/distance-learning-tips-for-online-group-work-success-a322356#ixzz21CcbwJf8

Resources:

Laureate Education, Inc. (Producer). 2008. Learning communities. [Video webset]. Retrieved from  https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2643771_1%26url%3D

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.