Group Effectiveness

Group Effectiveness Paper

Abstract

Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Drawing on observations of the author’s current coursework and a review of the literature, I will attempt to identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment.  In particular, the paper focuses on specific team structure strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.

Introduction:  The Challenge of Creating Effective Study Groups

Online courses offer the opportunity to create a highly social learning environment, characterized by participation and interactivity for both students and instructors. According to Kearsley (2000), online learning is as much a social activity as an individual one. However, the quality and quantity of interactivity can vary dramatically from course to course. Swan (2001), citing a number of authors, identifies course design as a critical factor in determining the quantity, quality, and type of interactivity (learner interaction with content, instructors, or peers) in a course. Kearsley (nd) points to the importance of instructor skill in creating and managing interaction in online courses, particularly when collaborative learning is required. However, he also points out that most people have little formal  training in how to successfully interact or work with others and that the social milieu of online activities is quite different from in-person interactions, thus requiring new skills and behaviors.

Engagement, defined as...