Supporting Learning Groups in Online Learning Environment

Godfrey Mayende, Andreas Prinz, Ghislain Maurice N. Isabwe, Paul Birevu Muyinda

Abstract

In this paper, we report on the initial findings on how to effectively support learning groups in online learning environments. Based on the idea that learning groups can enhance effective learning in online learning environments, we used qualitative research methods to study learning groups (interviews and observation of learning group interactions in online learning environments) and their facilitators. Preliminary results reveal that in order to have effective learning groups you need to take care of the following online design issues: develop comprehensive study guides, train online tutors, motivate learners through feedback, and foster high cognitive levels of interaction through questioning, rubrics, and peer assessment. We conclude that well thought through online learning group with appropriate questioning and feedback from facilitators and online tutors can enhance meaningful interaction and learning.

References

  1. Aguti, J. N., Nakibuuka, D., & Kajumbula, R. (2009). Determinants of Student Dropout from Two External Degree Programmes of Makerere University, Kampala, Uganda. Malaysian Journal of Distance Education, 11(2), 13-33.
  2. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.
  3. Anderson, T. (2003). Modes of Interaction in Distance Education: Recent Developments and Research Questions. In M. Moore & G. Anderson (Eds.), Handbook of Distance Education. (pp. 129-144). NJ: Erlbaum.
  4. Arend, B. (2009). Encouraging critical thinking in online threaded discussions. Journal of Educators Online, 6(1).
  5. Ashley, D. (2009). A Teaching with Technology White paper. Collaborative Tools. Retrieved on November 1, 2014 from http://www.cmu.edu/teaching/technology/ whitepapers/CollaborationTools_Jan09.pdf.
  6. Ayala, G., & Castillo, S. (2008). Towards computational models for mobile learning objects. Paper presented at the Wireless, Mobile, and Ubiquitous Technology in Education, 2008. WMUTE 2008. Fifth IEEE International Conference on.
  7. Bullen, M. (1998). Participation and critical thinking in online university distance education. International Journal of eLearning and Distance Education, 13(2), 1-32. Retrieved on November 31, 2014 from http://www.ijede.ca/index.php/jde/article/view/2140/2 394.
  8. Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators: ERIC.
  9. Curtis, D. D., & Lawson, M. J. (2001). Exploring collaborative online learning. Journal of Asynchronous learning networks, 5(1), 21-34.
  10. Dascalu, M. I., Bodea, C. N., Lytras, M., De Pablos, P. O., & Burlacu, A. (2014). Improving e-learning communities through optimal composition of multidisciplinary learning groups. Computers in Human Behavior, 30, 362-371. doi: 10.1016/j.chb.2013.01.022.
  11. Fugelli, P., Lahn, L. C., & Mørch, A. I. (2013). Shared prolepsis and intersubjectivity in open source development: expansive grounding in distributed work. Paper presented at the Proceedings of the 2013 conference on Computer supported cooperative work, San Antonio, Texas, USA.
  12. Gallimore, R., & Tharp, R. (2002). Teaching mind in society: Teaching, schooling and literate discourse in Moll (ed) Vygotsky and education: Instructional implications and applications of socio historical psychology Cambridge university press.
  13. Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17, 397-431.
  14. Hew, K. F., & Cheung, W. S. (2012). Student Participation in Online Discussions: Springer.
  15. Hiltz, S. R., & Benbunan-Fich, R. (1997). Evaluating the importance of collaborative learning in ALN's (Vol. 1, pp. 432-436).
  16. Jones, L. (2007). The student-centered classroom: Cambridge University Press.
  17. Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the learning sciences, 4(1), 39-103.
  18. Ludvigsen, S., & Mørch, A. (2009). Computer-supported collaborative learning: Basic concepts, multiple perspectives, and emerging trends, in The International Encyclopedia of Education, 3rd Edition, edited by B. McGaw, P. Peterson and E. Baker, Elsevier (in press).
  19. Mayende, G., Muyinda, P. B., Isabwe, G. M. N., Walimbwa, M., & Siminyu, S. N. (2014). Facebook Mediated Interaction and Learning in Distance Learning at Makerere University Paper presented at the 8th International Conference on e-Learning, 15 - 18 July, Lisbon, Portugal.
  20. Murphy, E., & Coleman, E. (2004). Graduate students' experiences of challenges in online asynchronous discussions. Canadian Journal of Learning and Technology, 30(2), Retrieved on November 1, 2014 from http://www.cjlt.ca/index.php/cjlt/article/view/ 2128/2122.
  21. Muyinda, P., Mayende, G., & Kizito, J. (2015). Requirements for a Seamless Collaborative and Cooperative MLearning System. In L.-H. Wong, M. Milrad & M. Specht (Eds.), Seamless Learning in the Age of Mobile Connectivity (pp. 201-222): Springer Singapore.
  22. Norman, K. (1992). Thinking voices: the work of the National Oracy Project: Hodder & Stoughton.
  23. Palmer, S., Holt, D., & Bray, S. (2008). Does the discussion help? the impact of a formally assessed online discussion on final student results. British Journal of Educational Technology, 39(5), 847-858. Doi: 10.1111/j.1467-8535.2007.00780.x.
  24. Sharan, S., & Shaulov, A. (1990). Cooperative learning, motivation to learn, and academic achievement. Cooperative learning: Theory and research, 173-202.
  25. Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. Cambridge handbook of the learning sciences, 2006.
  26. Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge:: Harvard University Press.
  27. Webb, N. M., & Cullian, L. K. (1983). Group interaction and achievement in small groups: Stability over time. American Educational Research Journal, 20(3), 411- 423.
  28. Wells, G., Chang, G. L. M., & Maher, A. (1990). Creating classroom communities of literate thinkers.
  29. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity: Cambridge university press.
Download


Paper Citation


in Harvard Style

Mayende G., Prinz A., Maurice N. Isabwe G. and Birevu Muyinda P. (2015). Supporting Learning Groups in Online Learning Environment . In Proceedings of the 7th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-108-3, pages 390-396. DOI: 10.5220/0005433903900396


in Bibtex Style

@conference{csedu15,
author={Godfrey Mayende and Andreas Prinz and Ghislain Maurice N. Isabwe and Paul Birevu Muyinda},
title={Supporting Learning Groups in Online Learning Environment},
booktitle={Proceedings of the 7th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2015},
pages={390-396},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005433903900396},
isbn={978-989-758-108-3},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 7th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - Supporting Learning Groups in Online Learning Environment
SN - 978-989-758-108-3
AU - Mayende G.
AU - Prinz A.
AU - Maurice N. Isabwe G.
AU - Birevu Muyinda P.
PY - 2015
SP - 390
EP - 396
DO - 10.5220/0005433903900396