scholarly journals Group Leadership in Online Collaborative Learning

2011 ◽  
pp. 975-983 ◽  
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Collaborative Learning ◽  
Group Leader ◽  
Online Environment ◽  
Group Leadership ◽  
Online Groups ◽  
Online Collaborative Learning ◽  
Student Activity ◽  
Teachers And Students

Online collaborative learning emphasizes student activity and is associated with changes in perceptions of who is responsible for leading groups of learners. It raises questions about the roles of teachers and students as leaders. A teacher may act as the guide or as a member of the group and a co-learner. An important question is whether the success or failure of online collaborative learning depends on the role and skills of a group leader. There is reason to believe that online groups do need guidance, but there is a need to consider the extent to which instructors make students aware of their roles, and the degree to which they are tangibly present in an online environment.

scholarly journals Group Leadership in Online Collaborative Learning

2011 ◽  
pp. 1052-1059
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Collaborative Learning ◽  
Leadership Styles ◽  
Group Dynamics ◽  
Online Discussion ◽  
Emergent Leadership ◽  
Group Leadership ◽  
Online Groups ◽  
Online Collaborative Learning ◽  
Student Activity ◽  
Teachers And Students

Online collaborative learning emphasizes student activity and is associated with changes in perceptions of who is responsible for leading groups of learners. It raises questions about the roles of teachers and students as leaders. A teacher may act as the guide or as a member of the group and a co-learner. An important question is whether the success or failure of online collaborative learning depends on the role and skills of a group leader. There is reason to believe that online groups do need guidance, but there is a need to consider the extent to which instructors make students aware of their roles, and the degree to which they are tangibly present in an online environment. A related issue is the skill set of the online leader, variously known as the online moderator, facilitator, coordinator, and so on, depending on his or her role. In actual fact, there may be different ways in which group participants contribute to leadership and numerous ways in which teams of teachers share responsibility for leading online groups. Group leadership should always be considered in the context of a range of factors that impact group dynamics. It is useful to be aware of the different philosophies that underpin online discussion and group working, the tasks in which learners engage, and the skills that instructors and students have or need to develop. Self-direction is a pivotal concept for the consideration of emergent leadership in online groups. Other important issues are leadership styles, social roles, relationships and norms, as well as the tools and media that may play a role in how collaboration is experienced by learners.

Thinking Out of a Bowl of Spaghetti

2004 ◽  
pp. 132-159 ◽  
Author(s):  
John M. Dirkx ◽  
Regina O. Smith
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
Small Groups ◽  
Teaching And Learning ◽  
Group Development ◽  
Learning Approaches ◽  
Online Groups ◽  
Online Collaborative Learning ◽  
Learning Programs ◽  
Exponential Rates

Online learning programs have been expanding at exponential rates. To help encourage the development of learning communities within these environments, practitioners and scholars are advocating more collaborative learning approaches. Yet, many students express reservations about learning in small groups, particularly online. In this chapter, we explore more deeply the nature of student ambivalence about online collaborative learning. Weaving the findings of case studies of online groups with research and theory in collaborative learning and group dynamics, we argue that students hold on to highly subjective and individualistic understandings of teaching and learning. These perspectives manifest themselves in their overall approach to group inquiry and decision making. To embrace a more interdependent and intersubjective perspective requires a paradigm shift among members with regard to teaching and learning, and a working through of the powerful emotional dynamics associated with group development. We conclude with suggestions for designing and facilitating online environments that addresses these issues.

scholarly journals Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective

2022 ◽  
Vol 12 (1) ◽  
pp. 23
Author(s):  
Monika Frania ◽  
Fernando Luís de Sousa Correia
Keyword(s):  
Collaborative Learning ◽  
Conflict Management ◽  
Emotional Support ◽  
Relationship Building ◽  
Interpersonal Competence ◽  
Online Environment ◽  
Online Collaborative Learning ◽  
Quantitative Studies ◽  
The Face ◽  
Research Findings

Interpersonal competences in relationship building, collaboration and teamwork are essential both in F2F education and in distance or hybrid styles of education. In the face of the COVID-19 crisis, as well as previous trends, some or all of the higher education didactics were transferred to the online environment. In this context, the Online Collaborative Learning (OCL) model, now known as collaborativism, is gaining importance. This research aims to diagnose and compare the level of interpersonal competences and attitude in the OCL model among students preparing for the profession of an educator, pedagogue or teacher in the autonomous region of Madeira and in Poland. Quantitative studies were conducted using the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis—as adapted by Poland and Portugal. In addition, the respondents expressed their views on OCL in the self-written questionnaire. According to the research findings, the highest level of competence in the Portuguese group was achieved by the respondents in terms of: Emotional Support (EW), Conflict Management and Resolution (RK) and Negative Assertion—Asserting Influence (AO). In the Polish group, EW was the lowest. The highest level of interpersonal competences was observed for Conflict Management and Resolution (RK), Disclosure (US) and Initiation (IR). The largest group of the surveyed students in both countries expressed a positive attitude towards implementing OCL in their courses of study and declared their willingness to be a member of a group that learns online together.

scholarly journals Online collaborative learning activities: The perspectives of minority graduate students

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
James Dogbey ◽  
Guangji Yuan
Keyword(s):  
Graduate Students ◽  
Collaborative Learning ◽  
Minority Students ◽  
Cross Cultural ◽  
Learning Activities ◽  
Communication Styles ◽  
Online Environment ◽  
Structured Interviews ◽  
Course Content ◽  
Online Collaborative Learning

This exploratory study examined the perspectives of minority graduate students toward online collaborative learning activities. The participants were twenty graduate minority students (15 African Americans, five Hispanics, and five international students from Africa) in online graduate programs in instructional technology education in in the Northeastern United States. A qualitative study was conducted semi-structured interviews, focus group interviews along with observations, Data revealed that the perspectives of minority graduate students toward online collaborative learning activities could be categorized into six themes, including “(a) facilitates knowledge building and construction, (b) preference to work in small-group over whole-group activities, (c) opportunities to share and lead discussion in cross-cultural online environment (d) collaborative activities meets learning and communication styles, and (e) challenges of dealing with cultural differences, (f) lack of multicultural inclusion in the curriculum/course content. The study documents factors that facilitate cross-cultural collaborative learning activities that helped minority students to succeed in online environment. 

PENERAPAN STRATEGI MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR IPS KELAS IV SDN 005 KOTO SENTAJO KECAMATAN SENTAJO RAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 444
Author(s):  
Fuji Nengsih
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Activity Cycle ◽  
Student Activity ◽  
Teachers And Students ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Daily Test

IPS learning is a science of socio-cultural phenomena, and economics. IPS education in primary schools aims todevelop student potential. This study is a classroom action research that aims to improve the learning processwith the ultimate impact of improved learning outcomes. Data obtained on teacher activity cycle II percentage62.5% and 71% at the second meeting. Cycle II the percentage of teacher activity 83% and 92% at the secondmeeting whereas in student activity on cycle I with percentage 50% and second meeting 62,5% increase in cycleII become 75% and 88% at second meeting cycle II. The activity of teachers and students influences the IPSlearning result data with average views on the initial data 68.3, increased to 79.8 and in the daily test II with anaverage of 89.5. The conclusions in this study are make-match strategies effective in improving IPS learningoutcomes.

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