Research

Communication and Collaboration

Collaboration has been identified as a critical skill needed for success in the classroom and the workforce. Technology advances are making collaboration accessible beyond physical and geographical boundaries. The articles examined for this assignment reinforce this notion, but also raise some key questions about facilitating and improving member participation and the quality of the group product.

In “Adult Learner Participation in an Online Degree Program,” Wilhelmina C. Savenye and Emily W. Thompson state that, “before participation can have an impact on student performance, students must participate” (2007, p 300). While this may seem obvious, there are genuine obstacles that impede participation. These authors studied asynchronous participation,  collaboration conducted without face-to-face communication, but rather done through discussion boards. They considered students’ previous experience with distance learning, the course itself and the instructor as key variables. They determined that the level of student participation increased as the students gained experience with online learning, but this factor taken in isolation is not sufficient to draw a definitive conclusion. At times, as with an MBA Accounting course in this particular program, the course material may not be as suitable for collaboration as the other courses. Also, in gauging participation, the number of postings to a discussion did not necessarily reflect high quality or meaningful participation.

Other factors have been identified that improve collaboration. In “Learn to use and use to learn: Technology in virtual collaboration experience,” Elena Karpova, Ana-Paula Correia and Evrim Baran examine international collaboration and recommend key elements that lead to successful computer-mediated communication between graduate students in the United States and Denmark. As opposed to the previous study, these students participated in both synchronous and asynchronous collaboration. Students had varying levels of prior experience with some of the technology. Applications included WebCT, Acrobat Connect Professional, Skype, Google Docs and email. The students not only collaborated on a project, some had to learn how to use new applications. This report noted that using technology is only part of the process. It was helpful for the students to have some social interaction to become acquainted before working on their project. Many were pleased to learn about using new applications and found the collaborative process gratifying. The human element, however, is still quite critical. Some students noted that the lack of eye contact or other type of non-verbal cue hindered communication. The time difference meant that synchronous meetings did not always take place at the optimal time for all participants. Many found that using a combination of technologies worked well and is in fact preferred. The authors mention it can be difficult for the instructor to determine which application is best suited for different parts of the project. In general, students appreciated the opportunity to collaborate with people from another culture and to include fresh point of view.

The example of the Bouncing Room found in “International, Online Collaboration,” by Lori Beckstead details the benefits that result from online computer-mediated communication. In this study, students from Canada and Australia worked together to produce a radio program. Developing the program however, was only part of the goal. Students benefitted by participating in an authentic learning experience and incorporated complex problem solving skills to do so. They provided quick and meaningful feedback to each other in addition to feedback from the teacher and the listening audience. The author found this feedback to be a source of motivation and encouraged participation. The interaction between students and professors helped “learners develop clearer understanding of desired goal[s],” (Beckstead, 2006, p 144). It is recommended that groups balance ability levels of stronger and less experiences members and that this can be accomplished best if the instructor assigns members rather than permit the students choose.

The information taken from the above analyses is helpful in planning computer-mediated communication educational projects. The title “Learn to use and use to learn” applies in designing a lesson plan. It is necessary to learn how to use technology, and this can definitely be part of the lesson, but it is also important to make the lesson relevant. The lesson should include the application which best accommodates collaboration, team building, problem solving and have academic value.

Computer-mediated communication could be a valuable tool in language acquisition.  Google Docs would be effective in writing practice. Students who used Google Docs could peer edit and collaborate on writing in the target language. If done in cooperation with students in a different country, learning could be a two-way process, where for example native speakers of English could collaborate with native speakers of Spanish to create documents in both languages. Skype and blogging would provide a way for social interaction as in the case of the Danish and American students. If a relationship were to be developed with a Central or South American country, the time difference would not present much of a problem. Finding methods for evaluating the contribution of each group member would in large part be the responsibility of the teacher but as shown earlier, feedback from multiple sources is also valuable.

The result of successful computer-mediated communication reflects the trends necessary for success in the work place. Students need to develop problem solving skills and need to know how to navigate the technology in a collaborative, global environment.

References

Beckstead, L. (2006). International, Online Collaboration. International Journal of Learning, 13(8), 143-148. Retrieved December 14, 2007, from Education Research Complete database. 

Karpova, E., Correia, A., & Baran, E. (2009, January). Learn to use and use to learn: Technology in virtual collaboration experience. Internet & Higher Education, 12(1), 45-52. Retrieved March 27, 2009, doi:10.1016/j.iheduc.2008.10.006

Thompson, E., & Savenye, W. (2007, October). Adult Learner Participation in an Online Degree Program: A program-level study of voluntary computer-mediated communication. Distance Education, 28(3), 299-312. Retrieved March 3, 2008, from Academic Search Complete database.