group work facilitated by a group charter can create an efficient & effective learning...
DESCRIPTION
This presentation reports on the efficiency that can be product of online group work that employs a group charter. The presentation will also report on the how the effectiveness of learning in groups is increased when a group charter is utilized.TRANSCRIPT
Group work facilitated by a group charter can create an efficient & effective learning experience
Ann Esarco, Ph.D.McHenry County CollegeCrystal Lake, IL
Sloan-C International Conference on Online LearningOrlando, FL October 29, 2009
© Copyright 2009, Ann Esarco, McHenry County College
Piaget
Vygotsky
Why Group Work?
Constructivism
Assimilation and Accommodation
Scaffolding
Action maze:
Examples of Group Work
Case study: Learners are presented with a description of a problematic situation and asked to identify or solve the problem.
Critical incident technique: A group of learners is given a very brief narrative of a problem or situation to which they must respond.
Examples of Group Work
Formal debate:
Examples of Group Work
Group projects:
Examples of Group Work
Muddy Points:
Examples of Group Work
The “Guiding” Principle
What is a Group Charter?
Group charters allow group members to establish rules of operation at the beginning of the group’s existence.
Establishing an agreement among group members at the onset of the course may alleviate some of the frustrations that are inherent when communication among individuals working on a joint activity is inadequate.
Why a Group Charter?
When to Introduce a Group Charter?
• Forming: methods and procedures not determined
Stages of a group’s development, Tuckman (1965)
• Storming: violation of code of conduct and team rules
Stages of a group’s development, Tuckman (1965)
• Norming: trust between group members; unified mission; healthy balance of power;
Stages of a group’s development, Tuckman (1965)
• Performing: smooth task and process flow within the group; pride in group accomplishments
Stages of a group’s development, Tuckman (1965)
During the forming phase, learners want to gain trust of one another. One way of increasing trust in the group environment is for learners to agree on task assignments, communication strategies, and timelines for collaborative activities (Tu & Corry, 2002).
Forming Stage
Gould and Padavano (2006) suggested that explaining the importance of group work along with using group charters is fundamental in improving learner satisfaction with online group work. The forming phase of group development may be the ideal time to introduce the group charter as a tool to aid learners in developing trust within the group.
Forming Stage
Code of conduct; Bandow, 2001; Doran, 2001; Gould & Padavano,2006; A. Morgan, 2002; Page & Donelan, 2003
Conflict resolution plan; Page & Donelan
Decision making structure; A. Morgan
Group goals; A. Morgan; Salas et al., 2005
Components of a Group Charter
Group name; A. Morgan
Meeting times (including time zone, and length of meeting); Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan
Components of a Group Charter
Member roles and responsibilities; Bandow; Doran; Gould & Padavano; Page & Donelan; Salas et al.
Member skills or knowledge inventory; Bandow; Doran; Gould & Padavano; Page & Donelan
Components of a Group Charter
Penalty for lack of member participation; A. Morgan
Preferable method of communication; Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan
Components of a Group Charter
Standard for quality of work; Bandow; Doran; Gould & Padavano; A. Morgan; Page & Donelan; Salas et al.
Time frames and deadlines; Bandow; Doran; Gould & Padavano; Page & Donelan
Components of a Group Charter
(a) What is the experience of learners in online groups, with and without the use of group charters?
(b) What components of the group charter are most critical to the learners’ educational experience?
Two Questions
The participants for this study were observed in an online accounting class that was divided into two sections of an online course room; each section constituted a case study or a “bounded system” (Merriam, 1998, p. 27). The group activity that was employed for this research was the muddiest point. “The muddiest point, though extremely simple, focuses on understanding, a somewhat deeper level of learning than simple recall” (Angelo & Cross, 1993, p. 120).
The Participants
Charter Section
Non Charter Section
Two Groups
Charter Section Felt Prepared
0
1
2
3
4
5
6
7
8
Not Prepared Prepared
Lea
rner
sCharter
Non-Charter
Charter Section Less Worried
0
1
2
3
4
5
6
No Concerns Concerns
Lea
rner
s
Charter
Non-Charter
Charter Section More Efficient
0
100
200
300
400
500
600
700
800
Total Term Postings
Num
ber
of P
osti
ngs
Charter
Non-Charter
Charter Section Learners More Efficient
0
10
20
30
40
50
60
70
80
90
100
Average Postings
Without Two Major
Posters
Average Postings With
Two Major Posters
Num
ber
of F
orum
Pos
ting
s
Charter
Non-Charter
Charter Section More Effective
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Overall Grade Tests Group Work
Ave
rage
Gra
des
Charter Average
Non-Charter Average
Charter Section Assessments Scores Increased More
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
Incr
ease
in A
sses
smen
t Sco
res
Charter Average
Non-Charter Average
(a) determining the members’ roles and responsibilities,
(b) establishing the standard for the quality of work,
(c) agreeing on a code of conduct,
(d) establishing a conflict resolution plan,
(e) agreeing on time frames and deadlines.
Learners Identified Important Components
Contact:Ann Esarco, PhDMcHenry County College8900 U.S. Highway 14Crystal Lake, IL [email protected]
Thank you! Questions?