Promoting cooperationPromoting cooperationand collaborationand collaborationin a web-basedin a web-based

learning environmentlearning environment

Fay SudweeksFay SudweeksSchool of Information TechnologySchool of Information Technology

Murdoch University, Perth, AustraliaMurdoch University, Perth, Australiasudweeks@murdoch.edu.ausudweeks@murdoch.edu.au

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QuestionsQuestions

Can we do more to encourage cooperative and Can we do more to encourage cooperative and collaborative learning among students studying collaborative learning among students studying online?online?

How can we connect students who are studying in How can we connect students who are studying in different modes and in different locations?different modes and in different locations?

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E-LearningE-Learning Why e-learning?Why e-learning?

– Rising costs of educationRising costs of education– Reduced funding for universities (particularly in Reduced funding for universities (particularly in

Australia)Australia)– Demand from students wanting to study off-campus Demand from students wanting to study off-campus

(whether “internal” or “external” students)(whether “internal” or “external” students) Benefits of elearningBenefits of elearning

– Attracting new “offshore” marketsAttracting new “offshore” markets– Ability to develop “packaged” programsAbility to develop “packaged” programs– Reducing inequalities, e.g. access for the disabled, the Reducing inequalities, e.g. access for the disabled, the

elderly elderly

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E-LearningE-Learning

Problems in e-learning:Problems in e-learning:– Learning environment, itself, regarded as “glue” Learning environment, itself, regarded as “glue”

connecting separate educational elements.connecting separate educational elements.– Little thought given to specific pedagogical strategiesLittle thought given to specific pedagogical strategies– Lack of appropriate social and collaborative activitiesLack of appropriate social and collaborative activities

• Little support for students to build interdependent relationshipsLittle support for students to build interdependent relationships

(Unintended) consequences of e-learning:(Unintended) consequences of e-learning:– Feelings of social isolation in studentsFeelings of social isolation in students– Paradox:Paradox: communication technologies can separate communication technologies can separate

rather than connect students with one another.rather than connect students with one another.

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Cooperation vs CollaborationCooperation vs Collaboration

Cooperative learning:Cooperative learning:• ““a protocol in which the task is, in advance, a protocol in which the task is, in advance, split split

into subtasksinto subtasks that the partners solve that the partners solve independentlyindependently” ” (Dillenbourg and Schneider, 1995)(Dillenbourg and Schneider, 1995)

Collaborative learning:Collaborative learning:• ““where two or more subjects build where two or more subjects build synchronouslysynchronously

and and interactivelyinteractively a joint solution to some problem” a joint solution to some problem” (Dillenbourg and Schneider, 1995)(Dillenbourg and Schneider, 1995)

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Effective cooperation/collaborationEffective cooperation/collaboration

Critical elements Critical elements – learning learning taskstasks– learning learning resourcesresources– learning learning supportssupports

AttributesAttributes– communicationcommunication– interdependenceinterdependence– leadershipleadership– accountabilityaccountability

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E-learning frameworkE-learning framework

Learningtasks

Learningsupports

Activities, problems,interactions used to engage the learners

Scaffolds, structures, encouragement,

motivation, assistance,

connections

After Oliver, 2001, p. 407

Learningresources

Content, information and resources with which learners

interact

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Case StudyCase Study Organisational InformaticsOrganisational Informatics

– Part II undergraduate unitPart II undergraduate unit– EnrolmentEnrolment

• 156 students156 students– Multimodal and multi-located studentsMultimodal and multi-located students

• Modes: part-time, full-time, externalModes: part-time, full-time, external• Locations: Murdoch, Rockingham, International Locations: Murdoch, Rockingham, International

– TopicsTopics• computer-mediated communication, group process, computer-computer-mediated communication, group process, computer-

supported collaborative work, virtual communities, etc.supported collaborative work, virtual communities, etc.– WebCT learning management systemWebCT learning management system

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Case StudyCase Study

Organisational InformaticsOrganisational Informatics– Assessment: Assessment:

• online tutorial presentationonline tutorial presentation• online tutorial participationonline tutorial participation• weekly reflective journalsweekly reflective journals• research essayresearch essay• examinationexamination

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E-learning frameworkE-learning framework

Learningtasks

Learningsupports

Activities, problems,interactions used to engage the learners

Scaffolds, structures, encouragement,

motivation, assistance,

connections

Learningresources

Content, information and resources with which learners

interact

Web-Based Learning Environment

GroupBulletinBoards

PrivateEmail

Learning tasks

ResearchEssay

ReflectiveJournalsWhiteboard

Activities, problems,

interactions

Tutors EmailAnd Photo

PresenterGuidelines

Learning Supports

Team WorkGuidelines Calendar

Scaffolds,structure, motivation

LectureNotes

TutorialTranscripts

Readings

Learning Resources

WebPortal

Content, information, resources

TeamProject

Web-based Learning EnvironmentWeb-based Learning Environment

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Team ProjectTeam Project

Students assigned randomly to project teamsStudents assigned randomly to project teams– 156 students in 10 tutorial groups156 students in 10 tutorial groups– 4 teams in each tutorial group = 39 project teams4 teams in each tutorial group = 39 project teams

Development of a proposal for a major eventDevelopment of a proposal for a major event– e.g. weddings, funerals, safaris, conferences, product e.g. weddings, funerals, safaris, conferences, product

launches, 21launches, 21stst birthday parties, concerts, movie birthday parties, concerts, movie premiers, store openingpremiers, store opening

AimAim– Effective team work, i.e. communication, Effective team work, i.e. communication,

interdependence, leadership and accountability interdependence, leadership and accountability

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Project ObjectivesProject Objectives

Practical skillsPractical skills– stimulate creativity and skills in project development stimulate creativity and skills in project development – develop knowledge of distributed collaboration (practising what we develop knowledge of distributed collaboration (practising what we

are preaching) are preaching) – experience different modes of communication among virtual team experience different modes of communication among virtual team

members members – evaluate effectiveness of different modes of mediated evaluate effectiveness of different modes of mediated

communication communication – develop skills in presenting information to distant clientsdevelop skills in presenting information to distant clients

Requirements for effective team workRequirements for effective team work– communication, interdependence, leadership, accountabilitycommunication, interdependence, leadership, accountability

Learning can be fun!Learning can be fun!– different (fun) style of assessmentdifferent (fun) style of assessment

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CommunicationCommunication Team members (4) restricted to text-based Team members (4) restricted to text-based

mediated communicationmediated communication– E.g. email, private forums (bulletin boards), chat E.g. email, private forums (bulletin boards), chat

rooms, IRC, ICQ, instant messaging, SMSrooms, IRC, ICQ, instant messaging, SMS AdvantagesAdvantages

– ““level playing field” for multi-mode/multi-located level playing field” for multi-mode/multi-located studentsstudents

– practical application of unit’s theoretical focuspractical application of unit’s theoretical focus Communication diaryCommunication diary

– recorded frequency, length, topic and reflection of each recorded frequency, length, topic and reflection of each communication event.communication event.

Communication DiaryCommunication DiaryA worksheet for each communication type and each group records frequency, time, topic and reflection.

Communication DiaryCommunication DiaryThe overview worksheet automatically updates frequency and time length of each communication event.

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InterdependenceInterdependence

Interdependent roles:Interdependent roles:– ClientClient– Consultant Consultant – Researcher Researcher – PresenterPresenter

Advantages of roles:Advantages of roles:– Facilitated structure of interdependent subtasks Facilitated structure of interdependent subtasks

((cooperationcooperation) and interactivity in problem solving ) and interactivity in problem solving ((collaborationcollaboration))

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InterdependenceInterdependence

ClientClient– Proposes initial ideas for the event, which need to be Proposes initial ideas for the event, which need to be

creative and innovative. creative and innovative. – Provides requirements of what components are to be Provides requirements of what components are to be

included.included.– Provides a budget.Provides a budget.– Evaluates consultant's two alternative plans for the Evaluates consultant's two alternative plans for the

event, chooses one, and provides a rationale for the event, chooses one, and provides a rationale for the selection.selection.

– Evaluates and approves detailed budget.Evaluates and approves detailed budget.

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InterdependenceInterdependence

ConsultantConsultant– Develops two alternative plans for the event.Develops two alternative plans for the event.– Advises the client to choose the better plan, giving Advises the client to choose the better plan, giving

clear reasons why it is superior. Both plans, though, are clear reasons why it is superior. Both plans, though, are within the guidelines provided by the client.within the guidelines provided by the client.

– Provides a detailed costing for the selected plan.Provides a detailed costing for the selected plan.– Provides steps for implementation.Provides steps for implementation.

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InterdependenceInterdependence

ResearcherResearcher– Keeps a diary of the communication among team Keeps a diary of the communication among team

members including: members including: • Time spent on different communication channels Time spent on different communication channels • Frequency of messages on each channel Frequency of messages on each channel • Main topic of communication Main topic of communication • Reflection on the effectiveness of each communication Reflection on the effectiveness of each communication

channel channel

– Prepares a graphical representation of this information Prepares a graphical representation of this information to be included in the presentation.to be included in the presentation.

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InterdependenceInterdependence

PresenterPresenter– Organises material into a PowerPoint presentation.Organises material into a PowerPoint presentation.

• Includes information from the researcher for the firm’s billing Includes information from the researcher for the firm’s billing purposes and for improving the quality of the firm's service for purposes and for improving the quality of the firm's service for future clients.future clients.

– Demonstrates creative and innovative ideas Demonstrates creative and innovative ideas appropriately to “sell” the plan to the client.appropriately to “sell” the plan to the client.

– Presents the project online to the tutorial group in the Presents the project online to the tutorial group in the last week of semester.last week of semester.

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LeadershipLeadership

Team memberTeam member– Suggested that the team member who was the Suggested that the team member who was the

ResearcherResearcher be responsible for keeping the project be responsible for keeping the project moving forwardmoving forward

• Practical since researcher was monitoring all communicationPractical since researcher was monitoring all communication

Tutor and unit coordinatorTutor and unit coordinator– More of a monitoring roleMore of a monitoring role– Access to most communication and able to resolve any Access to most communication and able to resolve any

potential conflictspotential conflicts

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AccountabilityAccountability

Communication archivesCommunication archives– Available to all team members (bulletin boards, private Available to all team members (bulletin boards, private

forums, chat rooms)forums, chat rooms) Peer-assessment of individual team member Peer-assessment of individual team member

contributioncontribution– Default assessment was equal distribution of marks Default assessment was equal distribution of marks

among team membersamong team members– Option for the team to request unequal distribution Option for the team to request unequal distribution

(communication archives provided partial evidence of (communication archives provided partial evidence of unequal participation)unequal participation)

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CommunicationCommunication

Frequency of communication mediaFrequency of communication media– Asynchronous media used most frequentlyAsynchronous media used most frequently

• Email (41%), private forums (bulletin board) (20%)Email (41%), private forums (bulletin board) (20%)

– Some notable exceptions:Some notable exceptions:• One team used instant messaging almost exclusively (95% of One team used instant messaging almost exclusively (95% of

all communication compared with average of 5% across all all communication compared with average of 5% across all teams)teams)

• One team used SMS extensively (64% of all communication One team used SMS extensively (64% of all communication compared with average of 5% across all teams)compared with average of 5% across all teams)

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CommunicationCommunication

Frequency of Communication Media

SMS5%

InstantMessaging

5%ICQ12%

IRC3%

WebCTChat10%

BulletinBoard20%

WebCTMail4%

Email41%

Average across 39 teamsAverage across 39 teams

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CommunicationCommunication

Duration of communication mediaDuration of communication media– Average time: 460 minutes (~7½ hours)Average time: 460 minutes (~7½ hours)– Shortest time: 41 minutesShortest time: 41 minutes– Longest time: 1,978 minutes (~33 hours)Longest time: 1,978 minutes (~33 hours)

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Communication SummaryCommunication Summary

Duration of Communication Media

SMS1%

Instant Messaging

4%ICQ11%

IRC8%

WebCTChat33%

Bulletin Board11%

WebCTMail2%

Email30%

Average across 39 teamsAverage across 39 teams

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SurveySurvey

Students surveyed at end of semester.Students surveyed at end of semester. Asked for a rating on 20 questions related to:Asked for a rating on 20 questions related to:

– Team communicationTeam communication– Team dynamicsTeam dynamics– Perceptions of the team projectPerceptions of the team project– Perceptions of e-learningPerceptions of e-learning

Plus commentsPlus comments

The degree of interaction was very high (49%)

I learned more about other team members than I would have in a ftf team (47%)

Getting in touch with team members was easy (35%)

Agree35%

No opinion24%

Disagree41%

Agree47%

No opinion27%

Disagree26%

Agree49%

No opinion39%

Disagree12%

Team communicationTeam communication

Reaching consensus was easy (56%)

I enjoyed working with this team (61%)

Agree56%No opinion

26%

Disagree18%

Agree61%

No opinion25%

Disagree14%

Team dynamicsTeam dynamics

Disagree16%

No opinion37%

Agree47%

I appreciated the cultural diversity of the student population more (47%)(12 different cultures reported by teams)

Project guidelines were clear (76%)

Able to work independently on own tasks (70%)

Project was a positive experience (61%)

ProjectProject

Agree61%

No opinion29%

Disagree10%

Worked independently

Agree76%

No opinion16%

Disagree8%

Worked independently

Agree76%

No opinion16%

Disagree8%

Reaching consensus was easy

Agree70%No opinion

16%

Disagree14%

Reaching consensus was easy

Agree70%No opinion

16%

Disagree14%

Effective learning experience (78%)

Comfortable with communication being monitored (51%)

WebCT encourages active learning (74%)

E-LearningE-Learning

Agree78%

No opinion16%

Disagree6%

Agree74%

No opinion22%

Disagree4%

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CommentsComments PositivePositive

– ““I think that the online team is a great idea for university I think that the online team is a great idea for university courses. Why: Its so easy to see who is at meetings, record courses. Why: Its so easy to see who is at meetings, record minutes, have tasks pinpointed. You have time to think minutes, have tasks pinpointed. You have time to think before answering via email and the ability to get good before answering via email and the ability to get good written feedback. Maybe I was lucky in that the team I was written feedback. Maybe I was lucky in that the team I was part of was excellent. So far it has been one of the best part of was excellent. So far it has been one of the best group experiences.”group experiences.”

– ““No fights only good discussions, everyone has done their No fights only good discussions, everyone has done their bit excellently, it has been a pleasure to work in this team.” bit excellently, it has been a pleasure to work in this team.”

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CommentsComments

Negative Negative

– ““Communication was difficult because not all group Communication was difficult because not all group members could access all channels.”members could access all channels.”

– ““One of the team members was a bit difficult to get in One of the team members was a bit difficult to get in touch with – took several days before he answered touch with – took several days before he answered email and he did not show up in the chat room.” email and he did not show up in the chat room.”

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EvaluationEvaluation

Student self-reports Student self-reports – Overall satisfaction with the projectOverall satisfaction with the project

Project grades Project grades – More than two-thirds (69%) of the teams attained a More than two-thirds (69%) of the teams attained a

higher grade (D or HD)higher grade (D or HD) ConflictsConflicts

– 7 of the 39 teams requested variation in grading7 of the 39 teams requested variation in grading• 2 teams requested 1 member receive a grade less2 teams requested 1 member receive a grade less• 2 teams requested 1 member receive a pass grade2 teams requested 1 member receive a pass grade• 3 teams requested 1 member receive a fail3 teams requested 1 member receive a fail

Example Project EventExample Project Event

Homer’s FuneralHomer’s FuneralMarilyn Ranford, Timothy Geldard, Kelwin Chan, Veronica MalmoeMarilyn Ranford, Timothy Geldard, Kelwin Chan, Veronica Malmoe

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ConclusionsConclusions CooperationCooperation

– Students felt a sense of Students felt a sense of autonomyautonomy in working on in working on subtasks as well as working interdependently with team subtasks as well as working interdependently with team members. Most students found the teamwork a members. Most students found the teamwork a positive positive experienceexperience despite some members not working as well despite some members not working as well as the rest of the team.as the rest of the team.

CollaborationCollaboration– The majority of teams were The majority of teams were congenialcongenial. More than half . More than half

of the teams found it easy to reach consensus in of the teams found it easy to reach consensus in problem solving, enjoyed working together and problem solving, enjoyed working together and expressed interest in meeting face-to-face.expressed interest in meeting face-to-face.

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ConclusionsConclusions

Design of web-based learning environmentDesign of web-based learning environment– Include elements of tasks, resources and supports.Include elements of tasks, resources and supports.

Teamwork attributesTeamwork attributes– Integrate key attributes of communication, Integrate key attributes of communication,

interdependence, leadership and accountabilityinterdependence, leadership and accountability

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Further considerationsFurther considerations

So … perfect? No, not quite …So … perfect? No, not quite …

Team compositionTeam composition– Consider incorporating an initial skills matrix to match Consider incorporating an initial skills matrix to match

students of similar students of similar work habitswork habits (e.g. JIT), preferences (e.g. JIT), preferences (different streams) and grade expectations.(different streams) and grade expectations.

ComparisonComparison– Compare results with different student cohort (in 2003).Compare results with different student cohort (in 2003).