The Effects of Cooperative and Collaborative Strategies on Student Achievement and Satisfaction in Blended and Online Learning Environments

The purpose of this study was to examine whether cooperative versus collaborative strategies used for a group project had differential effects on students\u27 achievement, process and solution satisfaction, value and preference for collaboration, and perceptions of community of inquiry in online and blended environments. The study sample consisted of teacher education students enrolled in a technology integration course. Students\u27 age, academic level, online experience, and teaching experience were used as covariates in an effort to identify differential effects associated with student characteristics. Cooperative and collaborative strategies were differentiated by the amount of structure imposed by the instructor as well as the design of the group-based and activity. Cooperative strategies were characterized as highly structured, with assigned roles and scaffolding of teamwork skills and group processing, Collaborative strategies were characterized as less structured, meaning that groups were be encouraged to take on specific roles or divide the task. Additionally, teamwork skills and group processing were scaffolded. Statistical procedures that were employed included a factorial ANCOVAs and factorial MANCOVAs. The findings show that cooperative and collaborative learning strategies are equally effective in online and blended environments in regard to individual achievement, but cooperative strategies are less effective with regard to group achievement. Student satisfaction with the group process and solution did not differ according to course delivery method or learning strategy. Student perceptions of social presence and cognitive presence did not differ according to course delivery method or learning strategy, but teaching presence differed significantly by course delivery method. Of particular note was the finding that blended cooperative students had lower perceptions of the design and organization of the instruction in comparison to the other treatment groups, a result that mirrors the results found for group project grades

Students’ Precedence of Attributes Related Online Management Education – A RIDIT Approach

This paper sheds light in understanding the effectiveness of online management education by ranking the priority, perception and preference shown by students while they are considering online management education. The students’ precedence of attributes which are in favor and also against the online management education was considered.The ranking of student’s preference and priority of attributes related to online management education was measured and analyzed by RIDIT approach and was inferred that major advantages of online management education includes convenience in performing group assignments, assessments and group projects. Respondents also felt that the quality of courses and pedagogy in online management courses is superior and the Collaborative and interactive learning and teaching were also considered a benefit of performing online management education.  However the major limitations related to online management education were found to be No proper accreditation and certification, No recognition by university or education board and also the credibility of exams, assessments and evaluation system was also skeptical. This paper helps in understanding the areas in which the online management education can enhance its favorable features and thereby overcoming its restrictions and increasing the quality of course delivery by using an innovative digital platform. Keywords: Accreditation, Certification, Collaborative learning, Digital platform, Group Assignments, Online Management education, Pedagogy, RIDIT Analysis

Comparing the performance and satisfaction of face-to-face and virtual teams in a learning enviroment

The main purpose of this study is to find whether virtual teams perform as effectively as face-to-face teams and if not, whether solutions can be derived to improve the levels of performance. To this end, the study compares the performance and satisfaction perception levels of virtual teams with face-to-face teams in a learning environment. In order to develop a sound framework for the research, a detailed literature review of prior research encompassing team satisfaction and performance in face-to-face and CMC (Computer Mediated Communication) supported environments was undertaken. Additionally the researcher performed a meta-analysis of previous research studies and from these was able to build a research framework to fit the particular context of this study. This framework has strong statistical power and a solid theoretical base

A model to develop effective virtual teams

A reviewof the literature shows the factors that impact on the effectiveness of virtual teams arestill ambiguous. To address this problem we developed a research design that included a metaanalysisof the literature, a field experiment and survey. The meta-analysis identified factorswhich impact on the effectiveness of virtual teams which were then validated by a fieldexperiment and survey. The results of the study indicate that social dimensional factors need tobe considered early on in the virtual team creation process and are critical to the effectivenessof the team. Communication is a tool that directly influences the social dimensions of the teamand in addition the performance of the team has a positive impact on satisfaction with thevirtual team. A major contribution of the paper is an integrated model of factors that contributeto virtual team effectiveness

An exploration of the impact of an online MBA course on intercultural sensitivity development

While research on online MBA courses is growing rapidly, teaching specific skills using online delivery formats is a relatively new stream of research in graduate business education. In this study, adult learning methods such as experiential activities, discussion, teamwork, and action learning were used in a seven-week online MBA course to explore in what ways intercultural sensitivity could be developed. A two-trial, pretest-posttest research mixed methods design was implemented in the summers of 2004 and 2005 at a Midwestern Jesuit university. Quantitative and qualitative data were gathered and analyzed from thirty-eight participants (N=38). First, quantitative analysis of pretest-posttest scores from the Intercultural Development Inventory (IDI) (Hammer & Bennett, 1998, 2002, 2004), and demographic variables, revealed that sixty-eight percent (68%) of participants developed greater intercultural sensitivity while age, gender, and degrees of course engagement were predictors of IDI score change. Second, qualitative analysis of survey data found that the quality of virtual teamwork impacted perceived learning outcomes and most participants found the online MBA course to be a useful and complementary addition to traditional MBA face-to-face courses. Finally, six case studies were developed to explore IDI stage shift and construct explanatory schemas. Conclusions suggest that coping strategies, cooperative/collaborative efforts, flexible cognitive orientations, course engagement, introspective reflection, and cultural curiosity were factors that impacted intercultural sensitivity development. The results of the study confirm that intercultural sensitivity can be learned and measured using an online delivery format and the IDI. Recommendations to further develop this online MBA course include: 1) expand length of course, 2) incorporate role of intercultural coach, 3) include synchronous components, 4) provide clearer course expectations, 5) structure purposeful teams, and 6) enrich course content. Four directions for future research that emerged from the study include testing course effectiveness using larger graduate student samples, examining the effects of different team composition on intercultural sensitivity development, comparing a blended learning environment with purely online delivery, and conducting longitudinal studies to measure behavioral change

A Literature Review and Directions for Future Research on International Student Perceptions of Online versus Face-to-Face Education: Program-centered Characteristics

Abstract As higher education institutions continue incorporating online education into their curricula, different cultural perspectives regarding online versus face-to-face education will impact upon its sustained proliferation

Sense of Connection and Learning in Traditional and Online Courses at a Rural-Serving Community College

The purpose of this study was to establish an overall measurement for student sense of classroom community in terms of the theoretical dimensions of emotional connection, and needs fulfillment (learning). Further intent was to determine the nature of differences, if they exist, between delivery method (traditional or online), teaching style cluster (containing formal authority style or facilitator style), course type, student’s residence (on-campus, off-campus commuting, or off-campus not commuting), age, and student major on sense of classroom community in terms of emotional connection and learning. Quantitative research methods were used with a causal-comparative design and survey instruments. Differences were determined using MANOVA and multivariate ANOVA. Overall sense of classroom community and connection were significantly higher in face-to-face than in online classes but no difference was detected on student sense of learning. The interaction between delivery method and teaching style on connection was significant but not significant for sense of learning. The interaction between delivery method and course type on sense of connection was statistically significant but not significant for sense of learning. No differences were found on combined dependent variables by student residence. Student sense of learning was higher for older students. Students majoring in Social or Behavioral sciences (SBS) experienced a greater sense of classroom community than Mathematics, Science or Technology majors or undecided students. Students majoring in SBS experienced a greater sense of learning than Business or Applied science majors or undecided students. The style, methods, and class management of an instructor set the tone for the classroom climate, whether real or virtual. No one teaching style was determined to be better than others in all situations. Teachers are advised to increase student sense of connection in the classroom and online by increasing social and teaching presence

Writing Across the Curriculum Encounters Asynchronous Learning Networks or WAC Meets Up With ALN

This paper illustrates some of the problems and successes that the authors encountered while integrating ALN into a writing across the curriculum program and an online writing lab at a large research university. Using transcripts from ALN class discussions, the authors examine students’ networked interactions and analyze the classes’ responses to a variety of online assignments in a class on English composition and pedagogy, a course on electrical and computing engineering, and a class on writing technologies. In so doing, the authors set forth several pedagogical principles which emerged from their experiences with ALN in their individual classes but which also share a number of commonalities with effective WAC practices

Review of research and evaluation on improving adult literacy and numeracy skills

The purposes of this literature review are threefold. First, this review summarises findings of the research from the last decade in six fields identified by the Department for Business, Innovation and Skills (BIS) as critical to its forward planning: (1) the economic, personal and social returns to learning; (2) the quality and effectiveness of provision; (3) the number of learning hours needed for skills gain; (4) learner persistence; (5) the retention and loss of skills over time; (6) the literacy and numeracy skills that are needed. Second, this review assesses this evidence base in terms of its quality and robustness, identifying gaps and recommending ways in which the evidence base can be extended and improved. Thirdly, this review attempts to interpret the evidence base to suggest, where possible, how returns to ALN learning for individuals, employers and wider society might be increased through effective and cost-effective interventions