The dynamics involved in each online student group working toward its goal of an A-worthy project are complex. So many components must mesh smoothly, and because of this each group is ripe for any number of problems. If the instructor does not address these problems
There are three types of interaction in online courses: learner-to-content, learner-to-instructor, and learner-to-learner. Each contributes to student retention and motivation. This article elaborates on these types of interaction and suggests which technologies can facilitate each type of interaction.
Dead ideas that limit teaching and learning—that was the topic of Professor Diane Pike’s plenary session at the recent Teaching Professor Conference. There’s a tyranny associated with dead ideas. They limit and constrain our thinking, and can lead us in the wrong direction.
Group work and teamwork. In college courses the terms refer to students working together, often on an assignment or an activity. Group work is the more neutral term, whereas teamwork implies something about how the students are working together. And although teamwork
Here’s a great story. A graduate student is attending a lecture being given by one of her intellectual heroes, the Brazilian educator and theorist Paulo Freire. She takes notes furiously, trying to capture as many of his words as possible. Seeing that she
For some time now my good friend and colleague Larry Spence and I have been discussing the role of questions in the college classroom. The conversation started with concerns over the quantity and quality of questions students ask—those earnest questions about what’s going to
I started teaching three years ago. I was fresh out of graduate school, equally thrilled and terrified at the prospect of teaching my own classes. On paper it sounded straightforward: teach others the same material I just finished learning myself. I could do that, I
Based on the time I’ve spent reviewing student papers, it is clear to me that most students do not relate plagiarism to anything they themselves might do when writing. It’s a classic case of “Thee, not me.” I think several factors account for this prevalent
They’re the kind of questions that promote thinking and result in sophisticated intellectual development. They’re the kind of questions teachers aspire to ask students, but, according to research, these types of questions aren’t the typical ones found on most course exams. Part of the disconnect
Many faculty now have students do some graded work in groups. The task may be, for example, preparation of a paper or report, collection and analysis of data, a presentation supported with visuals, or creation of a website. Faculty make these assignments with high expectations.
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The dynamics involved in each online student group working toward its goal of an A-worthy project are complex. So many components must mesh smoothly, and because of this each group is ripe for any number of problems. If the instructor does not address these problems in a timely manner, the learning of the collaborative project will be at risk, students will be unhappy, and the overall success of the course will be diminished. There are easy fixes, however, to these potential trouble spots. Here's how:
Lack of participation by one or more group members
What to do:
Arriving at decisions without meaningful debate/exchange
What to do:
Uneven work distribution
What to do:
Getting the group to gel/missing group member(s)
What to do:
Lack of and/or poor communication
What to do:
Inefficient time management
What to do:
Personality clashes/personal attacks/request to be switched to another group
What to do:
Starting off on the wrong topic or going in the wrong direction/off on a tangent
What to do:
Members have various skill levels
What to do:
Note: I refer to posting a “Guide to Working in Small Groups,” and its absence from this column is not an oversight. To create this, simply use the list of problem areas below, and turn each into positive suggestions for the class. As an example: “It is important for each member of the group to participate in the collaborative project. To ensure that this happens ask for an initial commitment to participate from each group member, exchange emails to maintain constant communication, and choose a group leader to help keep all on task.”
REMEMBER: Successfully walking a tightrope needs the skills to stay balanced and the knowledge to overcome unexpected problems.
Errol Craig Sull has been teaching online courses for nearly 20 years and has a national reputation in the subject, writing and conducting workshops on distance learning, with national recognition in the field of distance education. He is currently putting the finishing touches on his second online teaching text. Please write him at errolcraigsull@aol.com with your suggestions and comments—he always responds!
