Group work facilitated by a group charter can create an efficient & effective learning environment
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Transcript of Group work facilitated by a group charter can create an efficient & effective learning environment
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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
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Piaget
Vygotsky
Why Group Work?
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Constructivism
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Assimilation and Accommodation
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Scaffolding
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Action maze:
Examples of Group Work
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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
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Formal debate:
Examples of Group Work
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Group projects:
Examples of Group Work
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Muddy Points:
Examples of Group Work
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The “Guiding” Principle
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What is a Group Charter?
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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?
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When to Introduce a Group Charter?
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• Forming: methods and procedures not determined
Stages of a group’s development, Tuckman (1965)
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• Storming: violation of code of conduct and team rules
Stages of a group’s development, Tuckman (1965)
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• Norming: trust between group members; unified mission; healthy balance of power;
Stages of a group’s development, Tuckman (1965)
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• Performing: smooth task and process flow within the group; pride in group accomplishments
Stages of a group’s development, Tuckman (1965)
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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
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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
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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
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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
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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
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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
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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
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(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
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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
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Charter Section
Non Charter Section
Two Groups
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Charter Section Felt Prepared
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Charter Section Less Worried
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Charter Section More Efficient
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Charter Section Learners More Efficient
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Average Postings
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Charter Section More Effective
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Overall Grade Tests Group Work
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Non-Charter Average
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Charter Section Assessments Scores Increased More
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Charter Average
Non-Charter Average
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(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
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Contact:Ann Esarco, PhDMcHenry County College8900 U.S. Highway 14Crystal Lake, IL [email protected]
Thank you! Questions?