EDUC 8842 Module 3

Collaboration in an online environment requires learners’ shared involvement in a coordinated effort to achieve a common learning task. According to Palloff and Pratt (2005), collaboration promotes the development of critical thinking skills, co-creation of knowledge and meaning, reflection, transformative learning, and creativity. The most important and essential responsibilities of the members in a learning community include equal sharing of responsibilities and participation, ongoing communication, and holding each member of the group accountable for the quality of the learning outcome. Acknowledging and understanding each learner’s competencies minimizes the potential for conflict, creates positive outcomes, as well as a strong foundation for shared meaning. Effective collaboration in online learning groups involves the creation of a climate of trust and honesty (Palloff & Pratt, 2005). Thus, is important to develop an online learning environment that supports collaborative interaction, where learners each other constructive and candid feedback, they reinforce individual progress, they motivate and learning with, and from each other. Some learners may be apprehensive to actively participate in the collaborative learning environment, either for affective or other personal reasons. If members of the group chose not participate, the best approach would be reminding them that they are part of a learning community and that their contribution is not only appreciated, but necessary to ensure the collaborative learning process. Furthermore, as Palloff and Pratt indicated, the instructor has the responsibility to guide the collaborative process if students choose not to participate, and to set clear expectations regarding the learning process outcomes.

Siemens suggested that another challenges facing educators in online learning environment is finding ways to assess learners’ collaborative participation (Laureate Education, 2008). The shift from a focus on assessing memorization skills and students’ ability to repeat information to a participative pedagogy illustrative of collaborative interaction calls for new approaches to assessments. Moreover, the assessment should be fair and direct, based on outcomes, an equitable (Laureate Education, 2008). Siemens proposed four assessment models that educators may use to assess students’ participation in online collaborative learning: peer assessment, online community assessment, teacher assessment of student online contribution, and assessment based learning management system metrics. In addition, Palloff and Pratt (2007) suggested using students’ self-assessment regarding their perception of their own progress and learning outcomes.

Marcinek’s (2011) blog post found at  http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-tools focuses on the importance of collaborative assessment  and builds on Siemens’ (2008) and on Palloff’ and Pratt’s (2007) ideas regarding collaboration and assessment of collaboration and teamwork in curricular activities. His blog provides insight into the educators’ role in providing students with collaborative opportunities facilitated by web 2.0 technology tools and the essential for effective approaches to assess learners’ collaboration. Similarly to Siemens’, Marcinek highlighted how essential collaborative assessment is to today’s learning processes and pedagogy. Students’ future involves professions and work environments that value collaboration skills rather than individual competencies. Thus, collaborative assessment should be an integral part of teaching and learning.

References

Laureate Education, Inc. (2008a). Assessment of collaborative learning. Principles of Distance Education. Baltimore, MD: Author.

Laureate Education, Inc. (2008b). Learning communities. Principles of Distance Education. Baltimore, MD: Author.

Mackness, J. (2011, February 16). Importance of collaborative assessment in a 21st century classroom [Web log post]. Retrieved from http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-media-tools

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.