By Rena M. Palloff, Keith Pratt
Taking part on-line offers sensible advice for college looking to support their scholars interact in inventive methods, flow out of the field of conventional papers and tasks, and deepen the educational adventure via their paintings with each other. Authors Rena Palloff and Keith Pratt draw on their vast wisdom and adventure to teach how collaboration brings scholars jointly to help the training of every member of the gang whereas selling creativity and significant thinking. Collaborating on-line is the second one identify within the Jossey-Bass publications to on-line instructing and studying. This sequence is helping better schooling pros increase the perform of on-line instructing and studying by way of delivering concise, functional assets enthusiastic about specific parts or concerns they may confront during this new studying setting.
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Additional info for Collaborating Online: Learning Together in Community (Jossey-Bass Guides to Online Teaching and Learning)
Accountability. Think about what you value in terms of team participation. How will each of you be accountable? Promptness of response, notification of when a delay is inevitable, quality of contribution, and whether a team member participated in each team assignment might be some issues to consider. How will you assess your own participation? Your instructor is available and very willing to help with your dyad process. Please ask for assistance, feedback, or support as needed. Guidelines and Expectations We have already discussed the importance of creating guidelines for student participation in collaborative activity.
Brookfield and Preskill (1999) comment that student self-reporting as a means of evaluating an activity is inherently flawed. However, they state, “When students regularly document their perceptions of the contributions they are making to the ongoing exchange of ideas, they can learn an enormous amount about the conditions and behaviors that make discussion successful” (p. 217). We believe that the same is true in terms of evaluating collaborative activity, and we strongly encourage The Process of Online Collaboration 23 the inclusion of student self-assessment as a critical component of performance in an online course containing collaborative activity.
Conflict is more likely to surface in collaborative activity. Consequently, the instructor should be prepared for it and should prepare students for dealing with it. Often, we let our learners know that we would like them to try to resolve the conflict between them first, but if that is not possible, we ask the group leader to signal us that our intervention is needed. If the group leader is the problem, then other members of the group know they are free to come to us with their concerns. Reflections on conflict management should be included in assessment of collaborative activity, as this creates another forum for students to learn about the important task of managing conflict online.
Collaborating Online: Learning Together in Community (Jossey-Bass Guides to Online Teaching and Learning) by Rena M. Palloff, Keith Pratt