Elearning – get it together
Collaboration is key to the most effective models of e-learning. Well designed elearning programmes ensure there is opportunity for collaboration and interaction between learners, because it is in this aspect that elearning brings together the best of face-to-face and distance learning.
Unfortunately learners often bring a negative mindset to opportunities for collaboration. Many people have previously experienced poorly designed group tasks, and clumsy assessment approaches with unfair outcomes which have soured their opinion of group work in any learning context.
This is further accentuated as learners who choose to participate in elearning are often highly independent learners, and sceptical of the need for collaborative activities.
So why, then, is it critical to include collaborative learning?
There are a number of benefits which are widely accepted including:
- a higher success rate;[i]
- more stimulating learning experience;[i]
- encourages more critical reasoning;[i]
- learners are typically drawn into the subject matter of the class more deeply because of the discussions they get involved in;[i]
- more enjoyment;[i]
- learners send more time on class work;[i]
- learners understood the material better;[i]
- learners perform better;[i]
- there is improvement in ‘higher order’ learning skills such as discussing, interpreting and applying learning;[ii]
- in collaborative situations where learners must explain to others, or justify their own position heir ability to recall and apply learning later is increased;[ii]
- creative and critical thinking is developed when multiple perspectives are involved;[ii]
- students in a group are more likely to take learning risks and try new things;[ii]
- students working collaboratively can get more done and cover more ground.[ii]
The explosion of web 2.0 and social media has greatly enhanced the ability to create effective collaboration within an elearning programme. Many available technologies and services are now premised on an interactive approach.
Teaching and communication techniques and tools which create an interactive online environment include case studies, story-telling, demonstrations, role-playing, simulations, streamed videos, online references, personalized coaching and mentoring, discussion groups, project teams, chat rooms, e-mail, forums, wikis, blogs, bulletin boards, tips, tutorials, FAQs, and wizards. There are too many to list here.
With so many options available, the key is to select interactive approaches which integrate smoothly with programme design and enable collaboration. They should make interaction easier – not create a barrier for learners unfamiliar with the software or service.
The deliberate emphasis on collaborative approaches in elearning has helped ensure that group tasks and other shared learning experiences are better integrated with assessment. This ensures that credit for group contribution is fair and encourages learners to embrace these approaches.
Collaborative approaches have also enhanced the relevance of learning, often being based around scenario, or case study elements which give added realism. Similarly, learners can be asked to apply their group effort to real situations of their own choosing.
Further benefits are gained from being able to interact and share expertise with other learners, who bring diverse knowledge and experiences. In industry specific programmes this can itself provide valuable learning opportunities and professional networking benefits.
Many learners become converts and advocates for team based activities once they have experienced the benefits of well designed activities for themselves.
They discover that when it comes to elearning, it really is time to get it together.
[i] http://www.consequential-learning.com/advantages-of-elearning.html
[ii] http://www.adelaide.edu.au/clpd/resources/leap/leapinto/CollaborativeLearning.pdf
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