The growth in online learning in higher education has been nothing short of prodigious, and has emerged as a viable option to learning in the traditional classroom. Although research indicates that students can and often do learn effectively in an online environment, qualitative differences exist between online and face to face learning. According to McConnell (2000), major areas where online learning differs from face to face include "group dynamics, accessing other groups, and the total effect of the group". These elements that McConnell has identified indicate that collaboration is a major differentiating factor between online and face to face learning. More specifically, online technologies have the ability to alter the dynamics of learner collaboration. Groups in the online environment may be less hierarchical and less intimidating for some learners. Online collaboration also affords more ways of expression of individual strengths (multiple intelligences theory), so the likelihood of active participation by all learners in a wide variety of groups is improved.
Beyond the collaboration explicated by McConnell, Orellana, Hidgins, and Simonson (2009) indicate that interaction is a major determinant in learning and satisfaction in the online environment (p.425). Interaction in an online environment is qualitatively different from that in face to face, and can take several forms. These forms of interaction include "learner-learner, learner-instructor, learner-content, and learner-interface" (Orellana, Hidgins, and Simonson, 2009, p.432-3). The various forms of interaction that are exhibited in online learning allow for greater expression of different learning styles, and favorably impact the potential for transferability and engagement.
My experience with online learning indicates that collaboration, interaction, and the provision of feedback are differentiating factors. I initially was resistant to online collaboration, and felt uncomfortable working in this type of mode with peers that were time zones away. At some point during my first semester in this program I let go of that hesitancy, started to trust in the process, and now enjoy working in collaboration. Interaction in the online learning environment has also been an area of difference, especially in terms of how I interact with the content and the interface. I struggled at first when I read about different learning paradigms. But when the same material was presented in the form of a video by the instructor or even better an infographic that I constructed, my learning grew. Lastly, a major way that online learning is different for me is the desire for almost continual feedback. Whether it is in the form of a graded assignment, a practice quiz, or an exchange of ideas on a discussion board, I crave feedback in the online environment as a means of reassuring me as learner.
Sources:
McConnell, D. (2000). Implementing computer supported cooperative learning. London: Kogan Page Limited. Retrieved November 14, 2010, from http://jabba.edb.utexas.edu/it/fc_resta_courses_files/itpm/m0_7.html
I like that you raise the issue of collaboration in the online environment. It seems like your reading of McConnell indicates that online collaboration has potentially more positive outcomes than face to face situations: less hierarchy & greater showcasing of individual strengths. But how exactly does this work? Or, more accurately, why is this the case? Is hierarchy dissipated by virtue of non-physical attributes and interaction, i.e. does the Internet sort of "flatten out" the group dynamic such that no voice is truly louder than any others, for instance? Is the physical presence of one's peers intimidating at times thus delimiting the diversity of individual expression and strengths? Again, the semi-anonymity of the Internet might promote more courage and initiative on the part of all group members/classmates. I really do wonder about these issues. My online collaborative experiences have been fraught with issues specific to the lack of shared physical space & time that is endemic to the online environment. There has also bee hierarchy at work in all of these situations, but somehow a bit more insidious because we are not working with one another face to face. I guess what I'm saying is I hope to experience first-hand the positive side of non face-to-face interaction & collaboration because so far it's felt rather isolating and frustrating. But lucky(?) for me, I still have a bunch of classes to take to fulfill this desire!
ReplyDeleteThe collaborative aspects of online learning are interesting and I can relate to both of your comments. I have found that while I have become more accustomed to working collaboratively, that it is difficult to develop relationships with people I cannot meet face-to-face. Although I have learned to feel comfortable with the people I am working with, such as you fabulous people, at the same time, there is still a separation that exists. Will this change as our online education includes more video conferencing? Rachel, I am sorry to hear of your feelings of isolation and frustration, but I fear that they are all too common in the online experience. How is it that with greater levels of collaboration than ever before, students are feeling more and more alone? What needs to happen for that to change? Is it something that will happen naturally for future generations (due to their increased virtual interactions), or are there specific changes that need to happen within the format of online learning?
ReplyDeleteThe comments around collaboration are fascinating for me as the instructor - I think in the online environment you may be less likely to spend time with the personal while collaborating because you are focused on the work. In face to face you tend to learn more personal details. Although as an instructor I see certain personality traits in your work.
ReplyDeleteI also want to respond to the feedback issue. I try to build in feedback from peers as well as providing feedback myself to help with the isolation factor - so you know someone is reading what you took time to write. This to me is very important (although I struggle sometimes to keep up). So I am glad you brought it up - it is important to online instructional design.
@ Rachel
ReplyDeleteSome of my earlier online collaborative experiences in this program were much more negative than the later experiences. I wonder if it is b/c there is a learning curve for everyone as we learn to negotiate with one another without facial expressions and body language? When communicating via message board, email or IM unless one uses lots of emoticons and very relaxed language it is easy to mistake the tone of the communication. I believe this mistaken tone was what led to some major altercations between a few group members I had to work with in another class (I was blissfully unaware of all of it until the professor stepped in and addressed the problem).
The other problem that I've noticed is the size of a group. Online if the group exceeds 4-5 people it becomes really hard to manage everyone since there is no set class meeting to provide initial collaboration time, add the problems of differing time zones and it can get tricky to schedule synchronous meetings.
Over time my experiences with online collaboration have improved. I have thus far chalked it up to learned behavior on my part and other group members.
@ Mike
ReplyDeleteThanks for bringing up the topic of feedback in the online course. I find that I am much less patient when waiting for responses to my submitted assignments, email questions, or discussion posts simply because I am craving that signal from the instructor that I am on the right track (although I know it is unrealistic to expect instantaneous responses!). With a classroom experience there is constant teacher feedback, although they may not even realize that they are communicating it. The opportunity for interactive synchronous communication in the classroom environment is difficult to simulate online unless there are scheduled Eluminate sessions, which strangely enough I dislike and try to avoid. I don't know if it is the software or the contrived attempt at creating a classroom feel through technology, or the difficulty in focusing that Rachel mentioned in her blog (I find it hard not to check my email, etc when attending an online class session). Perhaps if I would embrace the technology I would become accustomed to it, just as I have acclimated to online courses, but thus far I have been less than willing after several sessions that left me feeling disconnected and overwhelmed (trying to keep up with the backchat and the oral presentation feels overwhelming and kind of like the kids who are whispering when the teacher is talking).
Maybe I need to reframe my thinking regarding acceptable classroom behavior and experiences when attending an online Elluminate session to become more comfortable with it. My daughter is capable of carrying-on a phone conversation while simultaneously chatting with multiple friends on Facebook and this divided attention feels natural to her... Due to this generational comfortablility with online relationships I wonder if her generation would find online collaboration to be a more gratifying experience?