Teams that Discuss more more online produce more successful outcomes - findings from DEGREE OF ONLINE COLLABORATION AND TEAM PERFORMANCE

DEGREE OF ONLINE COLLABORATION AND TEAM PERFORMANCE: A Case Study.

Authors:     Thompson, Ling¹ lthompso@regis.edu
Heng-Yu Ku²

Source:       Quarterly Review of Distance Education; Summer2010, Vol. 11 Issue 2, p127-134, 8p, 2 Charts

Abstract:    This case study investigated the relationship between degree of online collaboration and quality of group project among four teams. Thirteen participants were randomly assigned to form 4 teams to work on 4 collaborative projects across 16 weeks. Two different data sources of discussion archives and quality of group projects were collected and analyzed. Results indicated that there was a strong relationship between the degree of online collaboration and the quality of group projects.

                   

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Database:   Academic Search Complete

Notes

This is a very small study looking at how online collaboration on team projects work. The conclusion is not surprisingly is if they talk more online then they achieve better outcomes, and the recommendation is to encourage this within teams.

Interesting wiki writing process- A Collective Case Study of Online Interaction Patterns in Text Revisions.

A Collective Case Study of Online Interaction Patterns in Text Revisions.

Authors:     Yu-Fen Yang¹ yangy@yuntech.edu.tw
Shan-Pi Wu¹

Source:       Journal of Educational Technology & Society; Apr2011, Vol. 14 Issue 2, p1-15, 15p

Abstract:    Learning happens through interaction with others. The purpose of this study is to investigate how online interaction patterns affect students' text revisions. As a sample, 25 undergraduate students were recruited to play multiple roles as writers, editors, and commentators in online text revisons. In playing different roles, they chose to read peer writers' texts, edit peer writers' errors, evaluate peer editors' suggestions and corrections, and finally rewrite their own texts. Students' choices of actions in the system to interact with their peers for the common goal of text improvement were identified as interaction patterns in this study. Results of this study revealed significant differences in students' interaction patterns and their final texts. The interaction pattern of students who made both local (grammatical corrections) and global (the development, organization, and style of texts) revisions was an extensive and reciprocal process. The interaction pattern of students who made only local revisions was almost a one-way process. Based on these interaction patterns, we suggest that teachers encourage low-participating students to engage in interactions with their peers by showing the benefits of peers' text revisions in the final drafts. Providing necessary assistance and guidance to low-participating students is essential, given their difficulties in writing texts, editing peer writers' texts, and evaluating peer editors' suggestions. [ABSTRACT FROM AUTHOR]

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Database:   Academic Search Complete

Department:	Not known
Class/Course:	English as a foreign language
Students:	25 students in a experimental design conditions
Technology:	Wiki
Assessment Activities:	Not stated
Efficiencies:
Learning Gains:	The wiki process is interesting cycle of changing roles. The movement of students from Writing (submitting text) to Editor (checking text, making changes) to Reviewer (seeing what has been suggested by peers to one’s own writing)

Purpose

These students were developing their language skills. The experiment showed that the decrease in errors from the peer feedback was not just the individuals rewrites, but due the developing understanding from the student taking on these different roles

Research method
experimental study

Issues
Struggling students needed more support because of their lack of skills.

Example

Using a blended approach to facilitate postgraduate supervision.

Authors:     de Beer, Marie¹
Mason, Roger B.²

Source:       Innovations in Education & Teaching International; May2009, Vol. 46 Issue 2, p213-226, 14p, 1 Black and White Photograph, 3 Diagrams, 1 Chart

Abstract:    This paper explores the feasibility of using a blended approach to postgraduate research-degree supervision. Such a model could reduce research supervisors' workloads and improve the quality and success of Masters and Doctoral students' research output. The paper presents a case study that is based on a framework that was originally designed for blended learning activities. It is based on supporting different types of interaction between postgraduate research students and their supervisors. The findings show that a blended approach to postgraduate supervision improves the supervision process, reduces the administrative workload of the supervisor, and creates a dynamic record of the supervision process. The results to date imply that traditional supervision practice needs to be revisited and modified to include digital procedures. The research project is in its infancy and, since at least three years is necessary for the completion of postgraduate degrees, this paper reports only on the first two stages of the research project. [ABSTRACT FROM AUTHOR]

                   

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Database:   Education Research Complete

Department:
Class/Course:	Postgraduate Research
Students:	14 initially (research is on going) 3 yrs of intake now in Blended learning
Technology:	VLE and email (track changes in word
Assessment Activities:	Currently this is now a series of formative task completed and the student submits and receives feedback on sections of research
Efficiencies:	No increase in workload, time saved is reinvested in providing range of support
Learning Gains:	It is better for non English speaking students, they felt closer to academic, more meaningful intervention They like the 24/7 aspect Better for audit trail for both parties – less misconceptions Externals and auditors of course find it more transparent

Purpose

Seen as a way to deal with administrative burden

Currently supervisior meetings with student are on the most part not recorded, this does not help both parties to see the progress and learn from the full experience of the supervisor meetings

Research method
Qualitative

Issues

Students don’t use all the learning resources (there are plans the first activity will involve activie understanding of roles and duties rather than passively allow them to read these if they want

Need to build trust at the beginning

Example

A CASE STUDY OF EELEARNING: Using Technology to Create and Facilitate Experiential Learning.

Authors:     Murphrey, Theresa Pest¹ t-murphrey@tamu.edu

Source:       Quarterly Review of Distance Education; Winter2010, Vol. 11 Issue 4, p211-221, 11p

Abstract:    This study used a case study methodology to document an example of how technology was used to engage students in an experiential eLearning (eeLearning) process in order to enhance student learning, student engagement, course relevance, and interaction in an undergraduate course delivered online. While online course delivery has become an accepted and common practice over the past years, creating experiential eeLearning requires unique strategies and approaches. Using computer programs that encourage creativity and experiential learning can facilitate the learning process. [ABSTRACT FROM AUTHOR]

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                    Database:           Education Research Complete

Department:	Texas A+M Uni
Class/Course:	Instructional Design (online)
Students:	22 students
Technology:	Camtasia – Centra, Snagit (screen capture)
Assessment Activities:	15% participation, 20% quiz, 20% learning logs, 15% online presentation, 30% course assignment
Efficiencies:	Harder to cheat, able to see the students preparation and activitiy
Learning Gains:	Online interaction Encouraged ownership and experimental learning Space to be expressive and innovative in assessment

Purpose

General movement to more facilitative teaching

To try out new tools

Research method
Student submission included non specific reflection on learning (Constant comparative analysis to find themes) Basics of Qualitative research corbin & strauss 2008 p73

reflection of teaching team.

Change:

Get students to presentation online as video via centra (students run an online webinar too.

Issue:

Student support for the use of different tools, more guides needed

Example

Useful Lit Review (2011) looking at the secondary school use of learning technology - but does go further

https://blogs.glowscotland.org.uk/glowblogs/technologiesforlearningstrategy/2011/05/17/literature-review-publication-2-the-impact-of-technology-on-learning-teaching-and-efficiencies/

This review by Robert Hill just concentrates on the major studies e.g. becta reviews, but it does contain some interesting similarities with H.E. studies

Posted via email from abstractrabbit (Jim Turner) posterous

Useful lit review (2010) FE benefits from learning technology

http://www.scribd.com/doc/47952431/Harnessing-Technology-Review-for-Further-Education-2010

This is a broad over view using the main studies in this area. Published by stevedavies1st http://stevedavies1st.blogspot.com

Posted via email from abstractrabbit (Jim Turner) posterous

Lecture capture - doing it well and at scale - recordings of ALT event

http://www.alt.ac.uk/events/lecture-capture-conference