Teaching with Technology

Article from: International Journal of Instructional Technology and Distance Learning
http://itdl.org/Journal/Apr_05/article03.htm

Group development theories were analyzed to enhance the development of stronger teacher-learner and learner-learner collaboration in virtual educational communities.

Collaboration is a form of engagement that is an important element of learning. Students interaction and engagement via online dialogue is the collaborative exercise that enhances learning experiences. It is important for educators to know who to encourage collaborative efforts among learners and also with teachers and others who are willing to engage in collaborative learning exercises.

Our aim should be to find ways to enhance group development so as to improve the prospect of collaboration in education. Construction of knowledge among participants in collaborative learning is enhanced. Collaboration encourages the contribution of every participant in an open manner. Collaborative works best when the participants feel safe to have an open dialogue with each other with no predetermined hierarchy among the participants. Collaboration is further enhanced when all the participants pursue the same educational goals and they are interdependent in their efforts and knowledge building.

The article titled Identifying and Facilitating Group-Development Processes in Virtual Communities of Teacher-Learners by Elizabeth Murphy and Thérèse Laferrière present the results of a case study that identified elements that can be used to enhance the development groups that encourages collaboration. The study utilized group development theories represented by Gibb and Gibb (1967) where group interaction evolves through stages of trust creation that harnesses open communication that help the group to realize its goals and establish a interdependent relationship among the members of the group.

Trust clearly provides the foundation for group development as indicated in the article that “trust is the primary ingredient that enhances each of these processes while fear is the primary barrier”. Development of trust among the participants encourages them to clarify their learning goals, freely exchange their ideas without being defensive or protective, and enhance their comfort to be interdependent with other members of the group.

A surprising result of trust is the willingness of participants to “personalize” their learning intentions rather than continue to interact formally and not share their alck of knowledge about the common learning goals.

The case study described indicators that presented changes in the participants’ attitudes towards their interactions with issues of trust, openness, goals and interdependence among them.

Interestingly, the case study presented that the repetition of interaction between the participants did not necessarily increase their level of collaboration.

Development of groups can be enhanced with a facilitator that can monitor the interaction between the members and encourage the establishment of elements of “trust, open communication” that lead to group formation.

Murphy, E., & Laferriere, T. (2005). Identifying and facilitating group-development processes in virtual communities of teacher-learners. International Journal of Instructional Technology and Distance Learning, 2(4).

-Hanan Alkibsi