Increasing Accountability in Cooperative Online Learning
Siri Anderson, Ed.D., Barbara Bridges, Ph.D.
See conference proceedings here:
17th- Annual Sloan C International Conference on Online Learning
Abstract: This presentation will demonstrate two tools used in collaborative online learning to improve individual and group accountability. One is a free and accessible Google form-based model. The other is, CLIA, a software developed for our program that affords a uniquely-streamlined instructor and student interface. Six-months free access to faculty-developed CLIA given to session participants.
Critical Attributes of Online Cooperative Learning
Our approach to cooperative learning blends the following:
- Students working together to facilitate their individual and collective success on a given learning objective
- Includes an element of individual accountability
- Includes an element of group cohesion and group accountability
- Requires participation in planning, creating, analyzing, reflecting, and implementing changes that result from the interaction
- The end result of cooperative learning must be improved outcomes compared with anything any individual in the group could have created on his/her own
- Assessment criteria clearly identified prior to beginning the project
- Tasks assigned must afford choice, creativity, and authenticity
- Opportunities for compassion and personal growth should be integrated within the design of the project
Signs of Successful Design
- Increases student time on task an engagement in learning
- Evidence of individual contributions is available in the history of the tool
- Multiplies feedback opportunities for students
- Teaches useful technology skills that translate to many other "21st Century" tools and resources
- Increases the networking and public "presence" of students
- Fosters a sense of community within a class (which can increase likelihood of retention)
- Facilitates student growth or rehearsal of "soft skills" that are more likely to get them (and keep them) hired
- Reduces faculty time needed to assess learning outcomes and give productive feedback
Challenges to Address
- Asynchronous interaction
- Differing technology resources and skills--hardware, software, know-how, courage/willingness to learn, online organizational skills
- Frequency of "life" obstacles increases for adult learners
- Ego, Self-Interest (Slackers) or lack of "soft skills"
- Prior experiences with cooperative learning may predispose faculty or students to approach with skepticism
Opportunities
- Abundant education-friendly free tools for creating and sharing beautiful, public, and useful content
- Infinite growth in resources for skill-building and communication
- Student choice will increase your repertoire
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How To's
--Create free self- and peer-assessments using Google Form.
--Learn how to use CLIA to have students complete anonymous peer assessments.
--Explore ideas for cooperative learning in your content area.
--Learn about many tools that can be used to create online cooperative learning projects.
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Return to:
FrontPage
Assess Bridges
Google Form Introduction
Online Cooperative Learning Ideas
Example Online Tools
Online Cooperative Learning Techniques by Siri Anderson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
Based on a work at onlinecooperativelearningtechniques.pbworks.com.
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