Topic 3: Learning in communities-networked collaborative learning
Online collaboration encourages social interaction and participation by instructor and students which is also course dependent(Brindley,Walti and Blaschke, 2009). According to Brindley et al (2009),learning as a group assists students in gaining collaborative skills such as “critical thinking, self-reflection, and co-construction of knowledge”.
I agree with these researchers as students can experience not only a face to face interaction with their instructor in the classroom but can also interact with the content outside the classroom. At Varsity College, VC Learn is a digital platform that is designed for the above mentioned purpose. Students engage in some module activities with the instructor during class time and are able to interact with their peers in face to face classroom debates and discussions. The instructor can also explore group or whole class discussions to explain difficult concepts related to the module.
Tasks are set at individual time frames and students can complete the rest of the activities and interact with the course content and participate in discussion threads with their peers outside the classroom at home. The lecturer comments and gives feedback to students’ assignments, activities and discussion threads by also using a grading system either by awarding points or digital certificates(badges). So, collaborative learning promotes good pedagogical practice for instructors and lecturers as it promotes the development of higher order thinking skills, critical thinking skills, independent studying skills, reflection and trans formative learning. Another benefit of online collaboration is that different learning styles can be accommodated and it promotes diversity among the participants. Once again, it is important to note that this can only occur if individuals are flexible, objective and open-minded to learning more and becoming a life-long learner.
Another collaborative tool that has worked well for me is the gamification concept. I have implemented the use of KAHOOT! and SMART TECH games using the Smartboard where students access the games using pins on their digital devices. Students can compete with each other or individually on their own to assess their understanding of course content by receiving digital certificates and points. The instructor can also download reports of the students’ responses to questions and can use the diagnostic analysis to improve on designing and using better games to cater for the various cognitive levels of students in the classroom.
Even though, online collaboration can be beneficial to teaching and learning for both instructor and student, there are still many challenges to overcome. I think that there are still challenges with regards to availability, accessibility and flexibility in thinking in an online space for both instructors and students. More research needs to be done in this area on improving pedagogical practice among instructors who have a trans formative view and who are able to embrace online collaboration in and out of the classroom.
Brindley, J., Blaschke, L. M. & Walti, C. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3).
Capdeferro, N. & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences?. The International review of research in open and distance learning, 13(2), 26-44.