Palloff and Pratt (2005) report, "In order to assess student performance in collaborative activity, the instructor needs to understand basic principles of assessment" (p. 41). Appropriate facilitation and learning expectations/outcomes regarding content areas should be detailed for the collaborative learning community. Also, ongoing communication and feedback are essential components of learning communities. Feeling a sense of belonging increases participant buy-in, yielding a rich learning environment. Rubrics are needed for students and teachers to ensure fair and equal treatment of all collaborative community members. Students should review scoring rubrics prior to assignments and after receipt of grades for designated assignments. Rubrics enable teachers and students to measure their level of knowledge and skills regarding discussions and assignments. "It is important to include some form of evaluation at the close of any collaborative event or activity in an online class" (Palloff & Pratt, 2005, p. 23).
Another necessary component of effective learning communities is engagement. Participants must work to achieve goals; therefore, norms and rules must be established at the start of collaborative activities. Palloff and Pratt (2007) indicate, "creating a community is a mutually empowering act-a means by which people share with each other, work, and live collaboratively" (p. 28). If a group member does not participate/network appropriately, group members should reach out to the non-participant and try to determine how they may assist and aid in struggles. If unresolved, conflict may surface and deteriorate the bond of the group; therefore, instructors must intervene to deter negative behavior and reinforce consequences regarding lack of participation in collaborative environment. Moreover, lack of participation in collaborative learning communities will result in decreased grades and negative feedback from instructors and peers.
References:
Palloff, R. & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.
Palloff, R. & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
Hi Michelle,
ReplyDeleteThanks for your post.
I totally agree with your comment "creating a community is a mutually empowering act-a means by which people share with each other, work, and live collaboratively". I had the personal experience during some courses while taking my master’s degree, where I had the same colleagues in many courses and we created great bonds. We knew each other’s strengths and weaknesses and learned so much from each other. In this program, I have already made friends that I skype with and share concerns, and book the same residencies with because we have created a bond, as we are in similar situations we are able to support one another and understand each other’s concerns, although we are not always in courses together. In online communities country boundaries cease to exist.
Maria
Michelle,
ReplyDeleteI agree with your statement: "If unresolved, conflict may surface and deteriorate the bond of the group; therefore, instructors must intervene to deter negative behavior and reinforce consequences regarding lack of participation in collaborative environment." I had not thought of non-participation in terms of causing conflict, but as I reflect on previous experiences I do where it cause conflict in the group and made interaction more difficult.
Tabitha