0229590_C6FC0_solomon_negash_michael_e_whitman_amy_b_woszczynski_handbook

What Factors Promote Sustained Online Discussions and Collaborative Learning

(Eds.), Literacy and computers: The complications of teaching and learning with technology

(pp. 89-112). New York: The Modern Language Association.

Gao, T., & Lehman, J. D. (2003). The effects of different levels of interaction on the achievement and motivational perceptions of college students in a Web-based learning environment. Journal of Interactive Learning Research, 14(4), 367-387.

Jiang, M., & Ting, E. (2000) A study of factors influencing students’ perceived learning in a

Web-based course environment. International Journal of Educational Telecommunications, 6(4), 317-338.

Kear,K.(2004).Peerlearningusingasynchronous discussion systems in distance education. Open Learning, 19(2), 151-164.

Kear, K., & Heap, N. (1999). Technology-sup- ported group work in distance learning. Active Learning, 10, 21-26.

Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production.

The Modern Language Journal, 79, 457476.

Kuhl, D. (2002). Investigating online learning communities. U.S. Department of Education Office of Educational Research and Improvement

(OERI).

Lavooy, M. J., & Newlin, M. H. (2003). Computer mediated communication: Online instruction and interactivity. Journal of Interactive Learning Research, 14(2), 157-165.

Leinonen, P., Järvelä, S., & Lipponen, L. (2003). Individual students’ interpretations of their contribution to the computer-mediated discussions.

Journal of Interactive Learning Research, 14(1), 99-122.

Macdonald, J.(2003). Assessing onlinecollaborative learning: Process and product. Computers and Education, 40, 377-391.

Mouza, C., Kaplan, D., & Espinet, I. (2000). A Web-based model for online collaboration between distance learning and campus students

(IR020521). Office of Educational Research and

Improvement. U.S. Department of Education.

Sumner,M.,&Hostetler,D.(2002).Acomparative study of computer conferencing and face-to-face communications in systems design. Journal of Interactive Learning Research, 13(3), 277-291.

Wang, X., & Teles, L. (1998) Online collaboration and the role of the instructor in two university credit courses. In. T. W. Chan, A. Collins, & J. Lin (Eds.), Global Education on the Net, Proceedings of the Sixth International Conference on Computers in Education (Vol. 1, pp. 154-161). Beijing/Heidelberg: China High Education Press and Springer-Verlag.

Williams, S., & Pury, C. (2002). Student attitudes toward participation in electronic discussions.

International Journal of Educational Technology, 3(1), 1-15.

Wu, A. (2003). Supporting electronic discourse: Principles of design from a social constructivist perspective. Journal of Interactive Learning Research, 14(2), 167-184.

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What Factors Promote Sustained Online Discussions and Collaborative Learning

aPPendix: suRvey questionnaiRe

1.Is this your first Web-based (entirely online) course?

a.___Yes.

b.___No, I already took one entirely online course before this one.

c.___No, I took two or more other entirely online courses before this one.

d.___I took one or more Web-enhanced course (partially online) before this Web-based (entirely online course).

e.___No, I have never taken any Web-based nor Web-enhanced course.

2.This reading course is structured on group discussions with individual and group assignments. What are your thoughts about the structure of the course?

a.___I like the way the course is structured in terms of forum discussions because we learn from each other.

b.___I prefer weekly quizzes based on the readings rather than answering questions and joining the group discussions.

3.Will you post the same number of messages as you actually did over the semester if these postings were optional, not required and graded?

a.___Yes, I will post the same number of messages.

b.___I will post some messages but not as many.

c.___I will post very few messages.

d.___I will not post any messages.

4.Please circle one answer for each of the following:

a.In our group forums, my answers to the questions and comments on peers’ messages help me to understand the contents/readings of the course better.

strongly agree

agree

disagree

strongly disagree

b.My peers’ answers/comments helped me to understand the readings better.

strongly agree

agree

disagree

strongly disagree

c.I learned more through online discussions than I would have learned from the lectures.

strongly agree

agree

disagree

strongly disagree

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What Factors Promote Sustained Online Discussions and Collaborative Learning

d.The online discussion is helpful because we collaborate more with each other and support each other.

strongly agree

agree

disagree

strongly disagree

e.The group cohesion and mutual trust is an important factor in our group forums.

strongly agree

agree

disagree

strongly disagree

f.I prefer individual work to group work and would have done better if I did not have to collaborate with my peers in my group for discussions.

strongly agree

agree

disagree

strongly disagree

g.I prefer individual work to group work and would have done better if I did not have to collaborate with my peers in the group for the final project.

strongly agree

agree

disagree

strongly disagree

h.The deadlines for the readings and postings in each forum are very important because they help me to complete the readings and the course.

strongly agree

agree

disagree

strongly disagree

i.The overall course contents are interesting and I have learned a lot about bilingualism and bilingual education from taking this course.

strongly agree

agree

disagree

strongly disagree

5.Choose one of the following:

a.___ I wanted other group members to read our group discussions and I also missed the discussions in other groups.

b.___ Every group should have summarized their forum discussions each week and post it to a general forum so that interested students could comment on the discussions in other groups.

c.___ Reading and responding to peers’ messages in our own group discussions is sufficient for me to understand the course contents. It would take too much time to read and respond to summary messages from other groups.

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What Factors Promote Sustained Online Discussions and Collaborative Learning

6.What is your view about group formation?

a.___I want to work with the same group members the way it is now because we know each other better.

b.___I want to work with different people in a group every few weeks because we will learn from other students we never meet.

c.___It will not make a difference to me working with the same people or different people in a group.

7.The pace of the course, including readings and postings

a.___Is neither too fast nor too slow for me.

b.___Is too fast for me because I always try to catch up with the readings.

c.___Is too slow for me and we could have read more chapters.

d.___Should be OK for a course like this but I found it too fast for me because I work many hours a week and have limited time for course work.

8.Course documents:

a.___I printed out all the lecture notes and review guides (or some of them) because they are helpful.

b.___I read the lecture notes and the review guides online but did not print them all.

c.___I never printed out nor read the lecture notes and the review guides because they are not essential for me.

9.The videos on reserve in the music library are used in all other face to face sessions of the same course. I found these videos

a.___worth seeing because they are informative and very relevant to the course content.

b.___relevant to the course content, but it is hard for me to make special trips to the university to watch them all.

c.___are not relevant to the course content and can be omitted.

10.You took all the three exams online in this semester. Do you think the online exam should be kept the way they are now, or do you prefer to take these exams in a classroom on a certain date?

a.___I prefer online exams the way they are now.

b.___I prefer to come to a classroom to write the exams.

c.___I have no preference.

11.Exam format:

a.___ I prefer multiple choice exams.

b.___ I prefer essay question type of exams.

c.___ It does not make a difference for me.

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What Factors Promote Sustained Online Discussions and Collaborative Learning

12.The group project about bilingual programs in our local schools (circle all the answers that apply to you)

a.___Is a good assignment and I learned a lot through doing the project.

b.___Makes the course readings more meaningful and more relevant to me.

c.___Is a good assignment but takes too much time to complete.

d.___Could be an individual assignment focusing on one school rather than a group project that involves more collaboration.

e.___Is not very important for this course.

13.For the group project:

a.___I prefer individual work leading to a project of my own even though I only have information about one school.

b.___I prefer to collaborate with peers the way it is now because it is not a problem with me to collaborate.

c.___I prefer to collaborate with others for a group projected but I do not like to depend on other people’s schedule because some just do not get their work done on time.

d.___Even though it is hard to collaborative for the group project, it is still worth doing it because we learn more about our bilingual programs in different schools through doing it together.

14.Overall, my experience with this Web-based course

a.___Is very positive.

b.___Is positive.

c.___Is negative.

d.___Is very negative.

15.Experience with the Blackboard and the online forums: circle all apply to you.

a.___I found it challenging at the beginning but quickly picked up and like it now.

b.___The interface is straightforward and easy to learn, although I was not very experienced with any online courses.

c.___It was never a problem for me because I am good at technology.

d.___It was a plus because I learned the technology as well as the course contents.

16.If I have the choice in future,

a.___I will take a similar Web-based course.

b.___I will not choose to take a similar Web-based course.

c.___It will not make a difference, Web-based or face-to-face version.

17.Would you recommend a friend to take this Web-based course?

a.___Yes

b.___No

c.___Not sure

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What Factors Promote Sustained Online Discussions and Collaborative Learning

18.Please take some time to answer the following questions:

a.Please describe your experience with the forum discussion part of the course. (positive, negative, expectation, effect on learning, etc. anything you think is relevant)

b.What do you like the most, or dislike the most about this course?

c.In your opinion, what are the most important elements for a Web-based course like this to be successful?

d.To improve the course for future students, what changes do you recommend?

This work was previously published in International Journal of Web-Based Learning and Teaching Technologies, Vol. 2, Issue 1, edited by L. Esnault, pp. 17-38, copyright 2007 by IGI Publishing, formerly known as Idea Group Publishing (an imprint of IGI Global).

Chapter XI

Achieving a Working Balance

Between Technology and

Personal Contact Within a

Classroom Environment

Stephen Springer

Texas State University, USA

abstRact

This chapter addresses the author’s model to assist faculty members in gaining a closer relationship with distance learning students. The model that will be discussed consists of a greeting, message, reminder, and conclusion (GMRC). The GMRC will provide concrete recommendations designed to lead the faculty through the four steps. Using these steps in writing and responding to electronic messages demonstrates to the distance learning student that in fact the faculty member is concerned with each learner and the learner’s specific questions and needs. It is a practical application of human relations theory and is based on ideas generated by counseling theory. In addition, the chapter will take the reader through issues and examples that will arise during the duration of discussions and exchange of information using electronic messages. It is the intent of the author to provide not simply a theoretical model, but a model that can be learned and applied immediately upon completion of reviewing the article.

intRoduction

It is clear that both the younger adult students as well as the more seasoned adults are seeking efficiencyandindependenceinlearning.Williams

(2006) documents that utilizing the Web for instruction is being used by institutions and public schools all over the world. Computer techniques,

chemistry, business, and other content areas are being taught through online courses (Williams, 2006). The adult learning market is seeking ways tomoreefficientlylearncourserequirementswithout 45 contact hours in a crowded or inaccessible classroom. Furthermore, the adult is often rushed and harried in life and cannot consistently attend class on any campus. The efficiency in learning,

Copyright © 2008, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited.

Achieving a Working Balance Between Technology and Personal Contact within a Classroom

as well as the quest for independence, has also marked anew era ofproblems involving standards and contact with the instructors. In addition to takingclasses,advisingandmentoringremainimportant. The advisor remains important to graduate students and is a key in the student’s success (Polson, 2003). Balancing learning and advising through the Internet is a common issue that has been studied and documented. However, there is much to be learned and discussed. Satisfaction of students with e-learning remains an element of discussion, as does retention and motivation. This all impacts the instructor and the student relationship. Mason and Renne (2006) reinforced the importance of the tutor’s and teacher’s skills in dealing with the students in their recent publication. Relationships are important even within a distance learning environment.

Independence in itself is certainly no vice, and promotes stretching the borders of individual learning upon demand. The power to learn upon demand is reaching the many sectors of even traditional universities. As noted, distance learning is pervasive in all learning groups. Singh (2004) makes it clear that if the distance learning can be well managed than it can be a positive learning experienceorperhapsevenbetterthanthetraditional classroom learning. At the same time, questions still remain unsolved and unanswered in regard to the very bedrock of learning through electronic means. Distance learning instructors need different skills than the traditional instructors (Bower & Hardy, 2004). What skills do they need and what models can be provided for new instructors who communicate with students through e-mail? Unless academic-based recommendations are provided, it is possible that the same questions could continue to haunt the academic environment far into the 21st century.

Beyond independence and intrinsically involved in this academic mix is the issue of speed and progress in obtaining the credential. Learners see some of the traditional methods of the university as no longer relevant. However, the

abilitytoaccessinformationandadvisementatthe touch of a button should not replace the advisor’s responsibility. Technology can certainly enhance student advisement but it does not replace the advisor (Wagner, 2001).

Attendance in some institutions has become an issue because some students may not want to experience a dry lecture or hear something they could obtain from an Internet posting. In essence, a person has a significant amount of power to learn and may choose to learn what are perceived educational needs. If a lecture is not relevant or is somethingthatanindividualalreadyhasmastered, itisdifficultforthelecturertoobtainandretainthe attention of the learner. Therefore, some learners seeitaswasteoftimeforthemtoattendthe“live” lectures. Education has attempted to monitor the learner’s own progress and sometimes there has been a bogging down or a series of barriers that the students have faced. Perhaps as education has attempted to rush and meet the needs of the student’s distance learning aspirations there has been a loss of the personal touch. Payne (2005) documented a study of multiple universities and concluded that some of those participating in the study did not like losing contact with advisors. However, Payne indicated that they did adjust and made it work. This teacher/advisor/student relationship has provided countless elements of support through the centuries. The personal and professional skills for online instructors still should involve the skills listed by Brewer, Dejonge, and Stout (2001) that include choosing words carefully, encouraging e-mail, and scheduling office hours. Certainly another issue is in regard to the students’ reasons for using e-mail. Faculty may see students as using it to enhance learning, and on the other hand, faculty may see the students as using electronic excuses for their lack of performance (Duran, Kelly, & Keaten, 2005). Perhaps the truth may lie between the extremes and the type of individuals using the e-mail may also provide some clues in this discussion. Finch, Keaten, and Kelly (2004) note

Achieving a Working Balance Between Technology and Personal Contact within a Classroom

that reticent students will talk to teachers before or after class; however, they prefer asynchronous channelsofcommunication.Thisinformationmay also provide another incentive for the instructor to establish a stronger professional relationship with the instructor’s students through electronic methodology.

Theworldcontinuestodebateanddiscussthese sameissues.NanyangTechnologicalUniversityin Singapore has as one of their goals “‘to humanize’ e-learninganddevelopqualityandinteractiveand engaging content” (Shih & Hung, 2007, p. 224).

To some, the relationship between the student and faculty members is a precursor to learning. Others would argue that “content” is the important element and there is a lack of need for interaction with the faculty member. This remains a strong challenge for distance learning. If only content is important, then the best practices including faculty contact and student contact, discussed by Testa, would no longer be applicable and something would be missing (Cole, 2000). Once the individual has graduated and attempts to move into the market place, the lack of social skills has serious implications for our society.

The remaining section of this chapter will focus on the difficult task of identifying a balance between the benefits of distance learning and faculty being able to provide personal and individual attention for their students.

the dileMMa of balancing distance leaRning and PeRsonal contact

The dilemma of the balance between distance learningandpersonalattentionisdebatedbetween faculty, students administration, and informed observers. How can we maintain such a balance? In addition, we also are dealing with maintaining academic integrity and standards as well as still providing for the unique learner in the 21st century. This difficult element of distance learn-

ing standards and accreditation adds one more difficultareathatthefacultymustaddress.There are several assumptions by the author that should be recognized before progressing to the model provided in this chapter.

First, it is assumed that interaction within an educational environment facilitates and fosters learning. The discussion of educational topics within a controlled environment theoretically allows the learner to hear and respond to controversial subject matter and respond to diverse opinions. In our pluralistic society this is not only important but is imperative to be able to move forward in this century. Without discourse with others of conflicting views, the logjams in such places as congress will reach a point of absolutely no progress. Therefore, the case can be supported thatlistening,critiquing,andrespondingtodiverse viewpoints is not only healthy but practical and stimulating for our society.

Second, it is assumed that most individuals inherentlydesiresocialinteractionyetfinditdifficult due to time and space demands to pursue relationships or discourse. Itis easier to send acurt e-mail than it is to demonstrate concern for the individual through personal or phone contact.

A third issue that must be discussed when dealing with these issues is the question of what is the university experience. This academic discourse between the learner and the professor is a treasured experience and one not to be taken lightly. In addition, the total experience involves acompositeofnewlearning,reflections,interactions,challenges,andtrials.Thedifficultquestion faced by the academic community is that we may nowbeheadingforadisjointedacademicenvironment where distance learners receive only limited feedback and interaction with others. They may not be given the opportunity to be enriched by contact and open discussion. This limitation on the actual thought and reasoning may become a difficultbarrierforthedistancelearneroftodayto face tomorrow. Are the distance learners receiving the same educational exposure as the more traditional students?

Achieving a Working Balance Between Technology and Personal Contact within a Classroom

Next we must recognize the fourth area in our dilemma. It must be fully understood that the distance learning revolution will not be reversed nor will traditional lecturing be restored to its 20th century glory. Time is marching on and this topic of discussion and debate will disappear from the radar in a few years. Therefore, the considerations for learning in the university must be tempered with the needs and desires of the students. Although some would argue that the students should not set the stage for the class nor the education system, they will continue to evaluate the program with their feet; they will gravitate toward greener learning pastures that offer a distance learning option.

The final assumption that cannot be overlooked forms the essence of this chapter. There is a method to balance the needs of the learning community with the needs of the 21st century student. Educators cannot despair due to the changes in their students or their means of learning. Can the“importanceofcommunity”beestablishedas noted by Bowles (2004) in collaborative e-learn- ing? Each generation will bring new challenges and at the same time there will be new means to cope with the problems that exist. The remaining sections of this chapter are designed to address the changes and discuss the greeting, message, reminder,andconclusion(GMRC)modelthatwill be useful to the faculty member in interactions with students.

intRoduction of the gReeting, Message, ReMindeR and conclusion Model (gMRc)

The model, developed by the author, consists of greeting, message, reminder, and conclusion. It involves providing faculty members suggestions and methodology to build trust and conversation within the e-mail message. The author is a licensed professional counselor and the model is

based on several of his eclectic beliefs utilized in his private counseling practice for over 20 years. These principles are: there must be respect for the dignityofallpersons;individual’sdesireresponse and feedback; individuals can solve their own problems; and without a clear direction people tend to fail. Although these principles may appear to be simplistic, these form the foundation for both the author’s counseling methodology and the GMRC model. What is the model and what does it mean to the professor, counselor and administrator?

The GMRC model is actually four parts to a message that is sent to a student who is communicating with the instructor via the Internet or other electronic message boards. The four parts to each message are carefully woven into the response to an inquiry by a student or a message that the instructor desires to convey to the students. In essence, the four parts of the model provide a template to follow in electronic communication (greeting,message,reminderand conclusion). Althoughthesestepsarenotdifficulttounderstand, the application of the model becomes tenuous.

This consistent application of the model is one of the difficulties that a convert to the theory will face. Although most individuals will agree that civility, respect, and specific information are valuable in all messages, it may be difficult to apply these principles in a consistent manner. The next sections of this chapter will analyze the steps and discuss how to incorporate these into the daily routine of dealing with e-mail.

greeting

The first step in the message to any student, whether it is a large number of students or simply one-on-one e-mail message, is to provide a responsible and responsive greeting. In reality this type of greeting demonstrates respect to the person or persons addressed and assure them that this e-mail is both important and timely in regard to their needs.