Virtual Collaboration in Distance Learning Environments

2019 ◽  
Vol 9 (4) ◽  
pp. 18-30
Author(s):  
Virginia Tucker
Keyword(s):  
Distance Learning ◽  
Virtual Work ◽  
Virtual Collaboration ◽  
Collaboration Technology ◽  
Virtual Groups ◽  
Technology Tools ◽  
Educational Environments ◽  
Technology Matrix ◽  
Distance Educators

This case study compares technology tools and communication practices of two virtual groups to understand how these vary between academia and the workplace. A group of professionals working virtually is compared to a group of distance learning graduate students, and conclusions are drawn regarding how to better prepare students like these for the future of virtual work. Task-based conversations within the groups are examined. Results may help distance educators understand what tools students should have access to depending on the tasks required in an assignment. It may also help determine what kinds of transferable technology skills our students need prior to entering the workforce. Findings include suggestions for educators regarding how to approach group work in online educational environments, such as making considerations for multiple technologies that serve various purposes and support collective collaboration. A technology matrix is provided for determining which collaboration technology tools to use along with guidelines for making such decisions.

Preparing students to collaborate in the virtual work world

2013 ◽  
Vol 3 (1) ◽  
pp. 6-16 ◽  
Author(s):  
Lori K. Long ◽  
Patricia A. Meglich
Keyword(s):  
College Graduates ◽  
Virtual Work ◽  
Internet Communication ◽  
Virtual Collaboration ◽  
Content Type ◽  
Geographically Dispersed ◽  
Collaboration Skills ◽  
Work World ◽  
Effective Use

PurposeThe proliferation of inexpensive and accessible internet communication tools coupled with an increasingly geographically dispersed workforce has increased the use of virtual collaboration in the workplace. To prepare students for a virtual work environment, educators must provide classroom‐related opportunities to build students’ virtual collaboration skills. The purpose of this paper is to examine the use of virtual collaboration in the workplace, the implications for today's college graduates, and the need to provide students with experience in virtual collaboration. Finally, the paper provides a case study example of a course assignment to build virtual collaboration skills.Design/methodology/approachThis paper explores preparing students to collaborate virtually through a literature review that builds an understanding of the challenges of virtual collaboration in today's workplace and the skills students must develop in order to effectively collaborate virtually. The paper then provides a case study example of a course assignment to help students build these skills.FindingsThis paper finds that virtual collaboration skills are needed for today's college graduates. Further the case study presented provides evidence that authentic course‐based assignments can help build those skills.Originality/valueWhile research has started to explore the effective use of virtual collaboration in the workplace, the current literature lacks direction for educators to help build the skills of future workers to prepare them for virtual collaboration.

An Intrinsic, Quantitative Case Study of WebCT Developers

2011 ◽  
pp. 81-90 ◽  
Author(s):  
Bruce L. Mann
Keyword(s):  
Course Management ◽  
Management Tools ◽  
Phase Theory ◽  
Educational Environments ◽  
Web Course ◽  
Web Management ◽  
Quantitative Case Study ◽  
Distance Educators ◽  
Human Support

An intrinsic case study investigated the claim that distance educators at an Eastern Canadian college (n = 17) with some knowledge of instructional design but a limited technical knowledge could, without human support, use Web-course management tools to create sophisticated online educational environments. Results of the study showed that these participants needed more assistance in both technical and design aspects of Web-course management than currently offered in the tools and help in the Web management systems. Phase theory was introduced as a teleological taxonomy that describes Web-course management based on the educators’ intuition, personal preferences and prior educational experiences with Web-course tools (Mann, 1999a, 1999b, 2000). The principles and underlying assumptions of the theory are discussed in the light of current capabilities and recent research.

scholarly journals HOW MUCH ‘DISTANCE’ DOES LANGUAGE CREATE IN ODL MATERIALS? A BOTSWANA CASE STUDY

2016 ◽  
Vol 38 (1) ◽  
pp. 58-73
Author(s):  
Mmabaledi Kefilwe Seeletso ◽  
Rinelle Evans
Keyword(s):  
Distance Learning ◽  
Limited English Proficiency ◽  
Drop Out ◽  
Instructional Materials ◽  
Study Materials ◽  
Mixed Methods Case Study ◽  
Open And Distance Learning ◽  
Instructional Dialogue ◽  
Group Interviews

It is assumed that open and distance learning institutions develop study materials that adequately engage learners with quality content to assist their content mastery. However, distance learners continue to underperform, which raises the concern that high drop-out and failure rates may be ascribed to the study materials. This mixed-methods case study examined instructional material developed for secondary school learners studying via the open and distance learning mode. The study was informed by Sweller’s Cognitive Load Theory to evaluate the process of designing and developing instructional materials while Gorsky, Caspi and Trumper’s Theory of Instructional Dialogue was used to map interaction with and within the selected study materials. A self-designed evaluation rubric included language related criteria to gauge the accessibility of content. A questionnaire survey was undertaken with purposively identified participants: five material developers, 176 learners, and six tutors. Six semi-structured group interviews and twenty individual face-to-face interviews were conducted. Open coding and SPSS reports were used for qualitative and quantitative data analysis, respectively. Findings related to non-alignment of materials with learner profile, and the national syllabus, while inadequate proficiency in the language of instruction remained problematic. The outcomes of this study highlight the importance of well-trained material developers and focused ODL policies for quality assuring effective content design and development to accommodate diverse learners with limited English proficiency.

scholarly journals Para além da Educação a Distância: Práticas Formativas e Relacionais em um Curso de Ciências Biológicas

EAD em FOCO ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Germana Costa Paixão ◽  
Ana Ciléia Pinto Teixeira Henriques ◽  
Francisco Fábio Castelo Branco ◽  
Eloisa Maia Vidal
Keyword(s):  
Biological Sciences ◽  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Education Technology ◽  
State University ◽  
Relational Practice ◽  
Short Time ◽  
Affective Skills

As práticas de formação que incentivam o desenvolvimento das habilidades afetivas em estudantes têm sido avaliadas no contexto de ensino a distância no Brasil. O estudo tem como objetivo apresentar práticas formativas e relacionais desenvolvidas no curso de Ciências Biológicas na modalidade a distância de uma universidade estadual no Ceará. É um estudo descritivo-reflexivo em forma de estudo de caso que discute experiências em andamento, sendo estas: Monitoria Acadêmica; Vida em Foco; Ciência na Escola e Musicalizando a Biologia. As atividades têm procurado desenvolver nos alunos o espírito de colaboração e da experiência de realidade em que, em um curto espaço de tempo, estarão inseridos. Acredita-se que, dessa forma, se permite um ensino mais crítico e reflexivo, no qual novas ferramentas são oportunizadas e que podem romper a hierarquia ainda persistente entre professores e alunos. Palavras-chave: Ensino; Atitude; Educação a distância; Educação superior; Tecnologia da educação.Beyond the Distance Education: Formation and Relational Practice in a Biological Sciences CourseAbstract Training practices that encourage the development of affective skills in students have been valued in the context of distance learning (DL) in Brazil. The study aims to provide formative and relational practices developed in the course of Biological Sciences in the distance mode of a state university in Ceara. It is descriptive-reflective research in the form of case study that discusses the following ongoing experiments: Academic Monitoring; Life in Focus; Science in School and Musicalizing Biology. The activities have sought to develop in students the spirit of collaboration and the experience of reality in which they, in a short time, will be placed. It is believed that  this way allows more critical and reflective teaching, in which new tools become available for DL that will break the persistent hierarchy between teachers and students.Keywords: Teaching; Attitude; Distance education; Higher education; Education technology.

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