While collaborative learning in online education helps those students who are less likely to speak out or afraid to participate because the over achievers always chime in first, it does not seem to be too fair of a playing ground for all types of learners. Siemens (as cited in Laureate Education, Inc., 2008, Podcast) asks the question “How do you pin point an assessment that is designed to see individual learning?” More so, The high achievers in the class may exhibit a lower tendency to participate at a 100% rate capacity to the group as these students find that their identity as “A” students are loss (Siemens, 2008, Podcast). What are your thoughts on this issue?
Reference
Laureate Education, Inc. (2008). Learning Communities. In
Siemens, G. (Ed.). [Podcast].
Baltimore, MD: Author.
Lynda Marshall
Hi Lynda,
ReplyDeleteIt sounds like these criticisms have more to do with ego than actual collaboration issues. I believe the benefits of collaboration and its impact on your employment in the real world, far out weigh whether or not you are seen as the "Einstein" of the class. In my online education career (which is less than a year old) I believe there are many instances where you can still show off your "A student" status, if that is what you desire. In discussion and posts, you can easily recognize students who want to just meet the standards verus those who desire to exceed.
Simone
Lynda,
ReplyDeleteI tend to agree with Simone in regard to ego vs collaboration issues. There is a time and place for everything, in my opinion. In education, just as it is in the real world, there is a time to work as a team and a time to shine individually. Teachers - regardless of the level they teach - will know who the strong students are. In this same vein, the students are also well aware of who goes the extra mile and who does not. It is rare to find any class that is solely based on collaborative work. Invariably - online or face to face - there is found a mixture. Therefore, if a student wishes to excel and be the "Einstein" then that student should be willing to do the work asked and go beyond.
We cannot fall into the trap of lumping all students together and declaring this will work or this won't based on a single collaborative experience. If the teacher is presenting the assignment well, and the classroom environment is what it should be, then the student should be able to learn how to work as part of a team. For some, this is uncomfortable. This is why no class should be completely based on collaborative work, but a good mix of teaching/learning strategies designed to provide the student with a richer learning experience.
Christine