Collaboration
المؤلف:
Marilyn A Campbell & Denise Frost & Joanna Logan
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P448-C37
2025-08-20
400
Collaboration
During the shared experience of the five-day block period, students developed a strong sense of camaraderie. One of the questions for this pedagogical intervention was how could the online environment be used to encourage students to build on this sense of community and collaborate. Palloff and Pratt (Palloff & Pratt, 1999) discuss the basic steps in the development of an online community, pointing out that the group must have a clearly defined purpose. During the five-day intensive block mode, the student group developed an identity and a purpose. They were taught about the different methods of collecting data - interviews, observation, records and psychometric assessment. The case study they undertook, by an all-day role-play, could only be completed if they worked together, gathered data about a school refusing child, contributed to a hypothesis-driven assessment and designed an intervention for the problem. This collaboration created a community of learners which is based on Kearsley and Schneiderman's (1998) engagement theory.
The authentic and collaborative nature of the learning environment had been modelled during the block period. Thus, it was decided that a second case study, delivered in online mode over a period of six weeks, would allow students to build on this foundation, not only reinforcing the learning, but extending it over a longer period.
Given that the online site for the unit would be the "distinctive gathering place" required by Palloff and Pratt (1999), a weekly discussion forum and a chat room were incorporated into the design of the online learning environment. A clear code of conduct was provided via messages from the unit coordinator and through the Unit Outline.
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