Designing and Fostering Effective Online Group Projects

Scherling, Sarah Ellen

doi:10.1177/104515951102200202

Cited by 23 publications

(8 citation statements)

References 22 publications

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“…Researchers and educators have found that group work projects result in a) the enhancement of student learning through constructive educative processes, b) the development of students' critical thinking and problem solving abilities, and c) an interdependence among group members that facilitates learning of collaborative work skills (Alden 2011; Cameron et al 2009;Isaac 2012;Jensen et al 2012;Payne et al 2006;Rafferty 2013;Scherling 2011). However, participation in group-work can include both negative cognitive and affective consequences for students (Isaac 2012;Neu 2012;Yamane 1996).…”

Section: Introductionmentioning

confidence: 92%

“…First, students frequently lack the skills to manage a collaborative learning process and may not value the social aspects of group work Morgan et al 2009). Subsequently group work can cause anxiety amongst students because of a) interpersonal conflicts with other students, b) ineffective communications, and c) disparate levels of participation among group members (Dommeyer 2012;Isaac 2012;Scherling 2011;Thompson and Ku 2006). Secondly, grading policies are often viewed as unfair by students (Rafferty 2013).…”

Section: Introductionmentioning

confidence: 97%

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Graduate Students’ Readiness and Perceptions of the Pedagogical Application of Collaborative Video Logs

Fox

Cayari

2016

TechTrends

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Group work projects are common components of graduate course curricula. Instructors often try to mitigate the benefits of group work projects for students while avoiding negative effects. Informal learning and participatory culture practices like video logs can enhance learning environments. Video logs that promote both informal learning and participatory culture practices have captured the interest of researchers as a popular way to disclose observations, reflections and thoughts about people's lives and experiences. This study provides insight on how graduate students may respond to participation in a Collaborative Video Logs (CVL) in lieu of group work projects or asynchronous text-based discussion boards. A CVL is a series of videos created by a small group of students addressing a topic and engages students through asynchronous video conversation while promoting ownership, reflection, and academic and social outcomes. This study summarizes students' past experiences and perceptions of group work projects, technological readiness, and affective responses to participating in a CVL as a course assignment.

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 97%

Graduate Students’ Readiness and Perceptions of the Pedagogical Application of Collaborative Video Logs

Fox

Cayari

2016

TechTrends

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“…The work that was turned in by groups often failed to meet the intended outcomes of those assignments, and students would comment on the sub-standard nature of their work, citing the difficulties caused by the dynamics of group projects. Again, this is after repeated attempts to improve the group assignments based on research and best practices (as presented in Scherling [2011] and Stavredes [2011, 141-46]). We have kept a couple of simpler cooperative projects in the program, but have concluded that the compounding constraints of adult students in modular, standardized, accelerated, and compressed courses do not create a conducive environment for genuine collaboration.…”

Section: Frustrating Group Projectsmentioning

confidence: 99%

The Online, Asynchronous, Accelerated, Compressed, Modular, Standardized, and Adult Undergraduate Course in Biblical Studies

Bruehler

2021

Wabash Journal

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The long title of this article reflects the multiple dynamics at work in a new type of class commonly found in adult degree completion programs in higher education. These characteristics are briefly surveyed in order to show how they impinge upon one another to both limit and complicate strategies for effective learning. These dynamics and complications are illustrated by exploring how they affect an introductory class on biblical interpretation. The article closes by considering some further strategies that may be employed in this highly constrained type of class.

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“…It aims at creating interactive learning environments where learners engage in common tasks allowing them working together to create common understanding, meaning, and solutions as a result of a collaborative learning process (Dillenbourg, 1999). It is specifically effective in adult learning since the possibility of sharing personal experiences and connections contributes in fostering group engagement and promoting a supportive learning environment (Scherling, 2011).…”

Section: Building An Approach To Continuing Professional Development mentioning

confidence: 99%

Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies

Foguet

Lazzarini

Giné

et al. 2018

Journal of Cleaner Production

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a b s t r a c tHigher Education Institutions play a critical role in societies transition towards sustainable development, educating future professionals and decision makers. In the last few decades, a number of technical universities have devoted major efforts to integrating sustainable development into engineering curricula. There is still, however, an increasing need to further transform learning and training environments and build capacity of educators and trainers on sustainable development issues.Against this background, this paper assesses the role of online training courses, within continuing professional development strategies, in promoting sustainable human development in engineering degrees. It was built upon the implementation of a European initiative, the Global Dimension in Engineering Education, promoted by a transdisciplinary consortium of technical universities and nongovernmental organisations.In terms of method, this study analyses two sets of quantitative and qualitative indicators to assess i) the perceived quality/relevance of the training proposals, and ii) the learning acquisition of participants. Quantitative indicators were complemented by a descriptive analysis of findings from a semi-structured survey. The results provide evidence that online learning can be an effective approach for continuing professional development of academics. The findings also suggest that participants perceived online courses' contents and curricula, developed jointly by academics and practitioners of non-governmental organisations, as relevant and useful for integrating sustainability principles in teaching activities. To conclude, authors recommend the leaders of higher educational institutions to explore the integration of online courses addressed to faculty into university policy and strategies, as a way to promote professional development and the engagement of academics on sustainable development.

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Designing and Fostering Effective Online Group Projects

Cited by 23 publications

References 22 publications

Graduate Students’ Readiness and Perceptions of the Pedagogical Application of Collaborative Video Logs

Graduate Students’ Readiness and Perceptions of the Pedagogical Application of Collaborative Video Logs

The Online, Asynchronous, Accelerated, Compressed, Modular, Standardized, and Adult Undergraduate Course in Biblical Studies

Promoting sustainable human development in engineering: Assessment of online courses within continuing professional development strategies

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