Assessing Collaborative Efforts

Assessing Collaborative Efforts

According to Dr. Siemens, in the participative pedagogy, with collaboration and teamwork in curricular activities, the shit from an individual-based learning assessment model shifts to a collaborative-based learning assessment (Laureate Education, 2011).  Cooperative learningencompasses collaborative learning, peer tutoring, and other methods in which students work together in small groups to maximize their own and each other’s learning (Shinyi & Yu-Chuan, 2013).  In a collaborative learning community, students bring to the course their varying levels of skill and knowledge and become co-creators of erudition that might affect the instructor's fair and equitable assessment of learning.  Consequently, assessment will include feedback from online communities, community, peers’ assessment, and student self-assessment.

If a student does not want to network or collaborate in a learning community for an online course, the other members of the learning community might completethe missing task and report the incidence to the instructor.  The instructor might check with the student for the rationale of the behavior, or assign the student to another group.  In a learning management system, the instructor can access and assess on the number of time the students long on, hours spent, hours in-group related activities, and the number of posts students contributed.  Effective teams require both individual accountability of member contribution and mutual accountability of the overall result of the team’s effort (Oosterhof, Conrad, & Ely, 2008).  The unequal responsibility and workload among group might spur negative consequence for the team or individual.  The instructor must be transparent in assigning rubrics to the assigned work, and use fair, direct, and equitable marks, assessing from the stated outcome-based metrics. In an authentic context-based assessment, assessment becomes a teaching-based activity that provides and opportunity to give feedback and evaluate learners as well as educators (Laureate Education, 2008).  It is important to develop strategies to engage reluctant learners who might lack intrinsic motivation for active engagement in collaborative learning communities (Park, 2013) and establish extrinsic motivators by aligning with self-determination theory for integrated extrinsic motivation activities (Clara & Barbera, 2013).

References

Clara, M., & Barbera, E.  (2013).  Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology.  Distance Education, 34(1), 129-136.  doi: 10.1080/01587919.2013.770428
Laureate Education, Inc.  (2008).  Assessment of Collaborative Learning.  Baltimore, MD:  Author
Oosterhof, A., Conrad, R., & Ely, D. P.  (2008).  Assessing learners online.  Upper Saddle Rive, NJ: Pearson Merrill Prentice Hall
Park, S. W.  (2013).  The potential of web 2.0 tools to promote reading engagement in a general education course.  TechTrends, 57(2), 46-53
Shinyi, L., & Yu-Chuan, C. (2013).  Distributed cognition and its antecedents in the context of computer-supported collaborative learning (CSCL).  Asian Social Science, 9(7), 107-113.  doi: 10.5539/ass.v9n7p107

Story Board: Asynchronous VS Synchronous Interactions

Elements of Distance Education Diffusion: Collaborative Interaction

Elements of Distance Education Diffusion: Collaborative Interaction

The growing acceptance of distance education in the triple ringlet of academia, corporate, and government, includes global diversity, communication, and collaborative interaction that are creating effective learning experiences and giving distance education an identity of its own distinct from F2F courses as George Siemens discussed (Laureate Education, 2013). However, a fourth element such as the computer-supported collaborative learning (CSCL) is necessary in the 21st century education (Hofer & Grandgenett, 2012). Among these contributing elements, the researcher will expound on collaborative interaction

Collaborative interactions encompass collaboration activities between human and nonhuman (Spector, 2011). It includes student–student, student-instructor, student-content, and student-technology interaction that promote collaborative learning for effective students’ achievement outcomes (Anderson, 2013). The advanced computer technology has provided means for computer supported collaborative learning to involve learners in real-time interactions, giving valuable flexibility in the use of time and space (Spector, 2008). New generation of web applications such as Web 2.0 technologies (Blogosphere, Wikis, Podcasting, Google Docs, Google Hangout, and Google Friend Connect (Huett, Moller, Foshay, & Coleman, 2008; Simonson, Smaldino, Albright, & Zvacek, 2009) have emerged to increase collaboration between participants in the distance education environment. The CSCL involves distance learners in active discussion forum, group project and interactions via Wikis and blogs providing valuable flexibility in the use of time and space (Hofer & Grandgenett, 2012). The technology plays a significant role in shaping the nature of DE learners, establishing their presence, their interactions with each other, and supporting their collaborative projects.


Bilger (2012) (http://lukebilger.blogspot.com/2011/12/distance-education-collaborative.html) considered the evolution of collaborative interaction from working in small groups within the traditional face-to-face classroom to synchronous and asynchronous interactions in distance learning through innovations. In terms of participant-technology interaction, Radovanovic (2011) (http://blogs.scientificamerican.com/guest-blog/2011/12/14/digital-divide-and-social-media-connectivity-doesnt-end-the-digital-divide-skills-do/) believed the digital communication technology has fostered the participation and networking in each segment of individuals’ connected lives in the scientific, academic, governmental and commercial communities. Therefore, collaborative interaction requires the communication skills to reduce literacy gap.

References
Anderson, T. (2008). The theory and practice of online learning. (2nd ed.). Edmonton: AU Press
Bilger, L. (2012). Distance education: Collaborative interaction. Retrieved from http://lukebilger.blogspot.com/2011/12/distance-education-collaborative.html
Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary M.A.Ed. program. Journal of research on Technology in Education, 45(1), 83-106
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63-67
Radovanovic, D. (2011). Digital divide and social media: Connectivity doesn’t end the digital divide, skills do. Retrieved from http://blogs.scientificamerican.com/guest-blog/2011/12/14/digital-divide-and-social-media-connectivity-doesnt-end-the-digital-divide-skills-do/
Spector, J. M., Merrill, M. D., Merrienboer J. V., & Driscoll, M. P. (Eds.). (2008). Handbook of research on educational communications and technology (3rd ed.). New York: Lawrence Erlbaum Associates.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson

The Next Generation of Distance Education

The Next Generation of Distance Education

The historical correspondence school and being a detective online (Laureate Education, 2013) marked the early wave of distance education.  The European open distance education, 50 years ago, has pioneered the notion of distance learning to include distance teaching and learning.  The Internet, World Wide Web, and open source software have fueled distance education to allow learners to content, to learners, and to instructors interactions, as well as collaborative learning and community and assessment centered principles (Anderson, 2011).  The use of web applications (mashups) promotes collaboration networking and contributes to the use of the principles of connectivism in an online environment (Simonson, Smaldino, Albright, & Zvacek, 2009) and other forms of content creation (Huett, Moller, Foshay, & Coleman, 2008) for individuals’ scholarship.

Many scholars postulated the need to evolve distance education to the next generation (Huett et al., 2008; Moller et al., 2008a; Moller et al., 200b).  Indeed, current research show mobile technologies contribute to the creation of diverse learning contexts, increase interactions between learners and instructors, and have the potential to overcome the transactional distance divide, in distance education (Fuegen, 2012; Paik, 2011).  Through eclectic learning theories of equivalency theory (Simon, 2013), behaviorism, cognitivism, constructivism (Simonson et al., 2009), and the use of connective principles to content and problem-based learning, distance learners ground their erudition in theoretical approaches to learning, generate knowledge, build communities of practice, excel in authentic assessment, benefit from learner-centered contexts, and (Anderson, 2011; Fuegen, 2012). 

The contribution of effective online course design (Moller, Foshay, & Huett, 2008a) that influences the learners’ success, and mobile and communication technologies positively impact distance learning, enable individuals to make distance learning a popular choice for their continuing professional education, mid-career degree programs, and lifelong learning of all kinds (Fuegen, 2012). Moreover, distance education records a wide recognition and many high schools, colleges, universities, training environment, businesses, and cooperation are adopting the new model (distance education) for economic, viability, and competitive reasons (Fuegen, 2012; Moller, Foshay, & Huett, 2008a) without replacing the traditional schools. The valuable and flexible options for both student and instructor population (Fuegen, 2012) spur the influx of various entities adopting distance education and create the new paradigm nearing the critical mass to simulate Roger’s (2013) innovative S-shaped curve for the trend (Laureate Education, 2013).  From all the peer-reviewed article, like Moller, Huett, Foshay and Coleman, and Simonson, I emphatically could say it is imperative to evolve and nurture distance education to the next generation.

References

Fuegen, S.  (2012).  The impact of mobile technologies on distance education.  Tectrends

Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008).  The evolution of distance education:  Implications for instructional design on the potential of the web.  Techtrends: Linking Research & Practice To Improve Learning, 52(5), 63-67.  doi: 10.1007/s11528-008-0199-9

Moller, L., Foshay, W. R., & Huett, J. (2008b).  The Evolution of distance education: Implications for instructional design on the potential of the web.  Techtrends:  Linking Research & Practice To Improve Learning, 52(4), 66-70.  doi: 10.1007/s11528-008-0179-0

Moller, L., Forshay, W. R., & Huett, J. (2008a).  The evolution of distance education: Implications for instructional design on the potential of the web.  Techtrends: Linking Research & Practice To Improve Learning, 52(3), 70-75.  doi: 10.1007/s11528-008-0158-5

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009).  Teaching and learning at a distance: Foundations of distance education (4th ed.).  Boston, MA:  Pearson.

The Next Generation of Distance Education

The historical correspondence school and being a detective online (Laureate Education, 2013) marked the early wave of distance education.  The European open distance education, 50 years ago, has pioneered the notion of distance learning to include distance teaching and learning.  The Internet, World Wide Web, and open source software have fueled distance education to allow learners to content, to learners, and to instructors interactions, as well as collaborative learning and community and assessment centered principles (Anderson, 2011).  The use of web applications (mashups) promotes collaboration networking and contributes to the use of the principles of connectivism in an online environment (Simonson, Smaldino, Albright, & Zvacek, 2009) and other forms of content creation (Huett, Moller, Foshay, & Coleman, 2008) for individuals’ scholarship.

Many scholars postulated the need to evolve distance education to the next generation (Huett et al., 2008; Moller et al., 2008a; Moller et al., 200b).  Indeed, current research show mobile technologies contribute to the creation of diverse learning contexts, increase interactions between learners and instructors, and have the potential to overcome the transactional distance divide, in distance education (Fuegen, 2012; Paik, 2011).  Through eclectic learning theories of equivalency theory (Simon, 2013), behaviorism, cognitivism, constructivism (Simonson et al., 2009), and the use of connective principles to content and problem-based learning, distance learners ground their erudition in theoretical approaches to learning, generate knowledge, build communities of practice, excel in authentic assessment, benefit from learner-centered contexts, and (Anderson, 2011; Fuegen, 2012). 

The contribution of effective online course design (Moller, Foshay, & Huett, 2008a) that influences the learners’ success, and mobile and communication technologies positively impact distance learning, enable individuals to make distance learning a popular choice for their continuing professional education, mid-career degree programs, and lifelong learning of all kinds (Fuegen, 2012). Moreover, distance education records a wide recognition and many high schools, colleges, universities, training environment, businesses, and cooperation are adopting the new model (distance education) for economic, viability, and competitive reasons (Fuegen, 2012; Moller, Foshay, & Huett, 2008a) without replacing the traditional schools. The valuable and flexible options for both student and instructor population (Fuegen, 2012) spur the influx of various entities adopting distance education and create the new paradigm nearing the critical mass to simulate Roger’s (2013) innovative S-shaped curve for the trend (Laureate Education, 2013).  From all the peer-reviewed article, like Moller, Huett, Foshay and Coleman, and Simonson, I emphatically could say it is imperative to evolve and nurture distance education to the next generation.
References
Fuegen, S.  (2012).  The impact of mobile technologies on distance education.  Tectrends
Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008).  The evolution of distance education:  Implications for instructional design on the potential of the web.  Techtrends: Linking Research & Practice To Improve Learning, 52(5), 63-67.  doi: 10.1007/s11528-008-0199-9
Moller, L., Foshay, W. R., & Huett, J. (2008b).  The Evolution of distance education: Implications for instructional design on the potential of the web.  Techtrends:  Linking Research & Practice To Improve Learning, 52(4), 66-70.  doi: 10.1007/s11528-008-0179-0
Moller, L., Forshay, W. R., & Huett, J. (2008a).  The evolution of distance education: Implications for instructional design on the potential of the web.  Techtrends: Linking Research & Practice To Improve Learning, 52(3), 70-75.  doi: 10.1007/s11528-008-0158-5
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009).  Teaching and learning at a distance: Foundations of distance education (4th ed.).  Boston, MA:  Pearson.