ELT 7008 Assignment 4 Online Collaborative Issues

1. Presentation

You have been asked to speak to a group of online instructors who have indicated that they are having difficulty motivating students in their online class to participate collaboratively. You have been called upon to give them some advice. Prepare a presentation that will help these instructors overcome the most common problems in online collaboration. Suggest strategies and solutions. Your presentation may take any format that you wish: PowerPoint, brochure, website, or podcast.
2. Reflection

Write a reflective essay that supports and explains your reasoning for selecting the concepts and suggestions for this presentation. Support your reasoning for their inclusion. Include, as well, a brief reflection on your experience of designing the presentation. Why did you select this format? What is it about this format that is effective for this particular presentation?
(Learning Outcome 3)

Assignment Outcomes
Examine issues and recommend strategies that affect the success of online Learners.How to Motivate Learners in an Online Course to Participate Collaboratively in the 21st Century e-ClassroomThe 21st century brings new avenues for learning opportunities to learners located anywhere in the world and at any time of the day or night. e-Learning opportunities have increased in availability over the last 20 years and by 2006 approximately 90% of higher education institutions offered distance education programs (Clardy, 2009). According to Watkins (2005) one of the most frequent complaints of learners in the online environment is a feeling of isolation and the use of activities which involve participants in a team or collaborative learning environment are successful strategies to reduce learner anxiety. “It follows that devising techniques, supported by technology, to capture, retain, and sustain student engagement should be at the forefront of course design” (Brown, 2010, p. 40). Brown (2010) went on to state “when engaged, learners are enthusiastic and excited about the subject. Their work is informed by the enjoyment of discovery. Engaged learners work willingly, instead of by coercion, and approach their assignments as something that matters to them personally” (p. 38; p. 40). The key statement made by Brown is “learners work willingly” which in turn is directly associated with learner motivation as learners want to participate given the design of the learning environment and the use of activities to support learners to be motivated to learn the content. A basic understanding of learning theories and learning styles connected to e-learning activities sets the stage for instructors to develop course content designed to motivate learners to participate in activities and successfully complete a course and eventually an educational program. A learner-centered approach to course content supports learners to achieve their goals and “educational research tells us that student achievement increases when learning activities are engaging and student-centered” (“SIRTEC,” 2003, p. 207).
The presentation below was developed to highlight key elements associated with learner motivation in the e-learning environment.

Lecture Notes - the notes provide a summary of the information presented during the presentation along with supporting statements.
Literature Review

Brief statement about online collaborative issues and motivation then link to the wiki page for this topic

Reflective Essay
The presentation was designed to highlight the fine balance between learning theories and learning styles with that of learner motivation and course delivery of the content. The ability to develop course content designed to support engaged student learning through collaborative activities is critical in order to support student learning in the e-learning environment. I believe viewers will find the wiki to contain specific information in the presentation to comprehend what is needed to develop collaborative activities to support learners in the e-learning environment through activities which encourage and promote learner motivation. The reflective essay discusses the elements of the presentation and the process by which the assignment was developed.

Lessons from the Trenches

Engaging and Motivating Students

Online Resources
Myths: Instrinsic and Extrinsic Motivation: http://www.psychologytoday.com/blog/who-we-are/200911/the-myths-intrinsic-extrinsic-motivation


Andone, D., Dron, J., & Permberton, L. (2009). Developing a desirable learning environment for digital students. Technology, Instruction, Cognition & Learning, 6(4), 253-271.

Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349-377. doi:10.1080/09500690802582241

Bonk, C., & Zhang, K. (2006). Introducing the R2D2 model: Online learning for the diverse learners of this world. Distance Education, 27(2), 249-264. doi:10.1080/01587910600789670

Brown, M. (2010, September/October). A dialogue for engagement. EDUCAUSE Review, 45(5), 38-40.

Clardy, A. (2009, June). Distant, on-line education: Effects, principles and practices. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ ERICServlet?accno=ED506182

Conrad, D. (2005). Building and maintaining community in cohort-based online learning. Journal of Distance Education, 20(1), 1-20.

Conrad, D., & Pedro, J. (2009). Perspectives on online teaching and learning: A report of two novice online educators. International Journal for the Scholarship of Teaching & Learning, 3(2), 1-17.

Hamburg, I. (2011). Instant learning on demand and communities. Problems of Education in the 21st Century, 2833-41.

Hartel, H. A. (2010). Empowering online learning: 100+ activities for reading, reflecting, displaying, and doing – By Curtis J. Bonk and Ke Zhang. Teaching Theology & Religion, 13(1), 82-84. doi:10.1111/j.1467-9647.2009.00585.x

Helle, L., Tynjälä, P., Olkinuora, E., & Lonka, K. (2007). 'Ain't nothin' like the real thing'. Motivation and study processes on a work-based project course in information systems design. British Journal of Educational Psychology, 77(2), 397-411. doi:10.1348/000709906X105986

Jarvela, S., Volet, S., & Jarvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15-27. doi:10.1080/00461520903433539

Kupczynski, L., Brown, M., & Davis, R. (2008). The impact of instructor and student interaction in internet-based courses. Journal of Instruction Delivery Systems, 22(1), 6-11.

Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. doi:10.1080/01587910500081269

Piki, A. (2009). Portraits of learners: an ethnographic study of computer-supported collaborative learning (CSCL) practices. Proceedings of the European Conference on e-Learning, 458-465.

Ryman, S., Burrell, L., & Richardson, B. (2009). Creating and sustaining online learning communities: Designing environments for transformative learning. International Journal of Pedagogies & Learning, 5(3), 46-58.

Ryman, S., Burrell, L., Hardham, G., Richardson, B., & Ross, J. (2009). Creating and sustaining online learning communities: Designing for transformative learning. International Journal of Pedagogies & Learning, 5(3), 32-45.

Saab, N., van Joolingen, W. R., & van Hout-Wolters, B. M. (2009). The relation of learners' motivation with the process of collaborative scientific discovery learning. Educational Studies (03055698), 35(2), 205-222. doi:10.1080/03055690802470357

Schneckenberg, D. (2009). Understanding the real barriers to technology-enhanced innovation in higher education. Educational Research, 51(4), 411-424. doi:10.1080/00131880903354741

SouthEast Initiatives Regional Technology in Education Consortium (SIRTEC). (2003). Planning into practice. Retrieved from http://www.dgsd.k12.ak.us/education/page/download.php?fileinfo=MUludHJvLnBkZjo6Oi93d3cvc2Nob29scy9zYy9yZW1vdGUvaW1hZ2VzL2RvY21nci80OGZpbGUxNzcucGRm

Watkins, R. (2005). 75 e-learning activities: Making online learning interactive. San Francisco, CA: Pfeiffer.

Xin, C., & Feenberg, A. (2006). Pedagogy in cyberspace: The dynamics of online discourse. Journal of Distance Education, 21(2), 1-25.

Assignment References not listed as Resources

CofA Online (2001, January 21). Engaging and motivating students [Video file]. Retrieved from http://www.youtube.com/user/COFAonlineUNSW#p/u/18/DvJuzE-g7OM

Crlteaching. (2011, March 14). Scott Moore lecture: Part 1 of 2, using technology and collaboration to engage students [Video file]. Retrieved from http://www.youtube.com/watch?v=TQUC93g-iXE

Crlteaching. (2011, March 14). Scott Moore lcture: Part 2 of 2, using technology and collaboration to engage students [Video file]. Retrieved from http://www.youtube.com/watch?v=Ef22vykq89E&feature=related