{"id":2577,"date":"2020-06-25T11:17:55","date_gmt":"2020-06-25T15:17:55","guid":{"rendered":"http:\/\/www.montclair.edu\/faculty-excellence\/?page_id=2577"},"modified":"2025-02-27T15:19:26","modified_gmt":"2025-02-27T20:19:26","slug":"hawkasync-collaborative-online-learning","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/faculty-excellence\/hawkflex-modalities\/async-online\/hawkasync-collaborative-online-learning\/","title":{"rendered":"Asynchronous Collaborative Online Learning"},"content":{"rendered":"<p>Assigning collaborative learning to asynchronous courses should follow all the structural guidelines essential to any course assignment. Please visit our <a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/hawkflex-modalities\/hawksync-online\/synchronous-collaborative-online-learning\/\">HAWKSync Collaborative Learning web page<\/a> to review those structural elements. This page focuses on how to structure specifically for asynchronous online classes.<\/p>\n<ol>\n<li style=\"font-weight: 400\"><strong>Effective asynchronous online collaborative learning contains:\u00a0<\/strong>\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Structure &#8211; modular, chunked content with that is preceded by a course or assignment orientation, built-in formative assessments, clear communication channels, and a consistent, but flexible schedule.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Access to technologies and materials for all students<\/span>\n<ul>\n<li>\n<figure id=\"attachment_2580\" class=\"responsive-image-holder wp-caption alignnone\"><img decoding=\"async\" class=\"mlt-responsive-image\" data-original-image=\"\/faculty-excellence\/wp-content\/uploads\/sites\/195\/2020\/06\/bandwidth-immediacy-matrix-by-Daniel-Stanford.jpg\" src=\"\/responsive-media\/cache\/faculty-excellence\/wp-content\/uploads\/sites\/195\/2020\/06\/bandwidth-immediacy-matrix-by-Daniel-Stanford.jpg.0.1x.generic.jpg\" alt=\"bandwidth immediacy matrix\"\/><figcaption class=\"wp-caption-text\">Source: Daniel Stanford<\/figcaption><\/figure><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Specific tasks &#8211; who does what and when;\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Processes\/steps necessary to complete the tasks;\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Alignment to learning goals that culminates in an assessment.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><em><strong>Students should be prepared and have practice in working in groups prior to any major assignments.\u00a0<\/strong><\/em><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<li style=\"font-weight: 400\"><strong>Options for forming groups<\/strong>\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Random assign (instructor) &#8211; you can use <a href=\"https:\/\/www.montclair.edu\/itds\/digital-pedagogy\/pedagogical-strategies-and-practices\/teamwork-and-collaboration\/\">Canvas Groups<\/a> to help you randomly assign students to a group (<\/span><a href=\"https:\/\/itds.as.me\/schedule.php\"><span style=\"font-weight: 400\"><strong>ITDS training<\/strong><\/span><\/a><span style=\"font-weight: 400\">).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Intentional assign (instructor) &#8211; using known strengths and the diverse experiences, backgrounds, and perspectives of your students, create balanced groups ahead of time.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Self-select (students) &#8211; better for short-term, in-class group work or with more mature students.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Group size &#8211; Michaelsen, Knight &amp; Fink suggest 5-7 for complex tasks (bigger, long-term projects), and 2-3 for smaller tasks (single, short-term activities) (2004).<\/span><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<li style=\"font-weight: 400\"><strong>Foster interaction early on in asynchronous classes<\/strong><span style=\"font-weight: 400\"> &#8211; You should provide a means early on for students to get to know each other and practice interacting. An assigned introduction via Canvas Discussion board can break the ice:<\/span>\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><a href=\"http:\/\/designingforlearning.info\/four-types-of-discussion-forums-in-online-courses\/\">Discussion boards<\/a>\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Sample prompt:<\/span><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\">\n<table>\n<tbody>\n<tr>\n<td>It&#8217;s a good idea to get to know each other, since we are building academic content together, sharing ideas and experiences, and doing research collaboratively. So please introduce yourself below. Here are some prompts you can use to let us know who you are, where you come from, your experiences with writing so far, and what strengths you want to build on in this course. Please respond to at least ONE of your colleagues&#8217; posts after you have posted your own. Your response can be a comparison, something you have in common, a difference, an agreement, or a different perspective. You don&#8217;t HAVE to answer all these; they are guides to get you going:<\/p>\n<p style=\"text-align: left\">1. Name, hometown, majors you are considering.<\/p>\n<p style=\"text-align: left\">2. Your experiences with writing for school so far.<\/p>\n<p style=\"text-align: left\">3. Your experiences with online learning so far.<\/p>\n<p style=\"text-align: left\">4. The type of reading you like to do (example: sci-fi novels, social media posts, news reports, recipes, etc.).<\/p>\n<p style=\"text-align: left\">5. If you could have a t-shirt printed with a message, it would say:<\/p>\n<p style=\"text-align: left\">6. Four words that describe you best.<\/p>\n<p style=\"text-align: left\">7. Something that annoys you the most.<\/p>\n<p style=\"text-align: left\">8. Your study habits (something that works well for you or that you are trying to change to be more effective).<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<ol>\n<li><strong>Specific roles for each group member<\/strong>\n<ul>\n<li>\n<table>\n<tbody>\n<tr>\n<td><span style=\"font-weight: 400\">Six Common Group Roles (Barkley, Major &amp; Cross, 2014) &#8211; revised and adapted<\/span><\/td>\n<\/tr>\n<tr>\n<td>\n<ul>\n<li style=\"font-weight: 400;text-align: left\"><span style=\"font-weight: 400\">Facilitator &#8211; Moderates all team discussions, keeping the group on task for each assignment and ensuring that everybody assumes their share of the work. Facilitators strive to make sure that all group members have the opportunity to learn, to participate, and to earn the respect of the other group members.<\/span><\/li>\n<\/ul>\n<ul>\n<li style=\"font-weight: 400;text-align: left\"><span style=\"font-weight: 400\">Recorder &#8211; Records any assigned team activities. Recorders take notes summarizing discussion, keep all necessary records (including data sheets such as attendance and homework check-offs), and complete worksheets or written assignments for submission to the instructor. <\/span><\/li>\n<li style=\"font-weight: 400;text-align: left\"><span style=\"font-weight: 400\">Reporter &#8211; Serves as group spokesperson and orally summarizes the group\u2019s activities or conclusions. Reporters also assist the recorder with the preparation of reports and worksheets.<\/span><\/li>\n<li style=\"font-weight: 400;text-align: left\"><span style=\"font-weight: 400\">Timekeeper &#8211; Keeps the group aware of time constraints, works with the facilitator to keep the group on task, and can also assume the role of any missing group member. The timekeeper is also responsible for any set-up of communication channels, and the scheduling of regular, consistent meetings or deadlines. <\/span><\/li>\n<li style=\"font-weight: 400;text-align: left\"><span style=\"font-weight: 400\">Critic\/Skeptic &#8211; evaluates all work for any gaps or confusing content. The critic or skeptic serves as the principal reviewer of all content developed by the group, conducts evaluation (and may create a rubric or use a rubric assigned by the instructor) of all assignments or reports before they are submitted. Checks that all criteria of the assignment has been met and raises questions or concerns about any missing or incomplete work.<\/span><\/li>\n<li style=\"font-weight: 400;text-align: left\"><span style=\"font-weight: 400\">Wildcard &#8211; assumes any group member\u2019s role or fills in however needed.\u00a0<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/li>\n<\/ul>\n<\/li>\n<li><strong>Small assignments (one time or short-term)<\/strong>\n<ul>\n<li><span style=\"font-weight: 400\">A discussion that involves coming to consensus on a problem or question<\/span><\/li>\n<li><span style=\"font-weight: 400\">Collaboratively annotating a course reading and co-writing a summary<\/span><\/li>\n<li><span style=\"font-weight: 400\">Co-creating a blog or wiki that generates and shares new knowledge around a course content area (research &amp; writing)<\/span><\/li>\n<\/ul>\n<\/li>\n<li><strong>Large assignments (long-term, multiple tasks over several weeks)<\/strong>\n<ul>\n<li><span style=\"font-weight: 400\">Creating a multimedia artifact that has a series of tasks and processes for development (videos, podcasts, digital graphics, performance);<\/span><\/li>\n<li><span style=\"font-weight: 400\">Co-writing a major report or presentation that requires processes of research and writing<\/span><\/li>\n<\/ul>\n<\/li>\n<li><strong>Facilitation\u00a0<\/strong>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How will students communicate\/collaborate?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What sort of schedule\/deadlines?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What, when, and how will they submit progress reports?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How will they discuss and navigate working together and resolving conflicts or challenges?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Sample contracts:\u00a0<\/span>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/instructionalstrategies\/groupprojects\/tools\/TeamContracts\/TeamContract.docx\">Team Contract<\/a><\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/instructionalstrategies\/groupprojects\/tools\/TeamContracts\/teamcontracttemplate.docx\">Team Contract Template<\/a><\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><a href=\"https:\/\/docs.google.com\/document\/d\/1dUN-u7jT-6eXJoKsDRw-js5QucPTPsOto_jdLGH2m_I\/edit\">Group Charter<\/a><\/span><\/li>\n<\/ol>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400\"><strong>Sample assignments:<\/strong>\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/learntbl.ca\/\"><span style=\"font-weight: 400\"><strong>Team-Based Learning website<\/strong><\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/remix.nd.edu\/media-teaching.html\">Media assignments<\/a> (Kaneb Center)<\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.insidehighered.com\/sites\/default\/server_files\/media\/Rubric.PNG?width-500&amp;height=500\">Ma<\/a><a href=\"https:\/\/www.insidehighered.com\/sites\/default\/server_files\/media\/Rubric.PNG?width-500&amp;height=500\">rketing &amp; Communications<\/a><a href=\"https:\/\/www.insidehighered.com\/sites\/default\/server_files\/media\/Rubric.PNG?width-500&amp;height=500\"> Assignment<\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.insidehighered.com\/digital-learning\/article\/2018\/04\/25\/group-projects-online-classes-create-connections-and-challenge\"><span style=\"font-weight: 400\"><strong>More strategies<\/strong> <\/span><\/a><span style=\"font-weight: 400\">(Inside Higher Ed)<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.cmu.edu\/teaching\/designteach\/design\/instructionalstrategies\/groupprojects\/tools\/index.html\"><span style=\"font-weight: 400\"><strong>Full set of tools for all steps in developing group assignments<\/strong><\/span><\/a><span style=\"font-weight: 400\"> (Carnegie Mellon)<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/canvas.ucdavis.edu\/courses\/34528\/pages\/group-work-and-participation\"><span style=\"font-weight: 400\"><strong>Full async course from UC Davis<\/strong><\/span><\/a><span style=\"font-weight: 400\"> on designing assignments online.\u00a0<\/span><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<li style=\"font-weight: 400\"><strong>Assessing Group Work<\/strong>\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"list-style-type: none\">\n<ol>\n<li style=\"list-style-type: none\">\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Progress reports (formative &amp; summative)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Meeting with groups (formative)\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Individual assessment (reflection paper, discussion board post, journal entry, individual progress reports)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Group assessment (final product, meeting of staggered deadlines, evidence of collaboration)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Peer Evaluation (confidential rating form (%), reflection on work performed -who did what?)<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Self-Evaluation (reflection of performance, areas for improvement, strengths of collaborative performance &#8211; what did I contribute? What more could I have done to improve the process and final artifact).\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><strong><a href=\"https:\/\/www.cmu.edu\/teaching\/assessment\/examples\/courselevel-bycollege\/hss\/tools\/jeria.pdf\">Group work rubric.<\/a>\u00a0<\/strong><\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<p style=\"text-align: right\">Updated 07.21.22 SR<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Assigning collaborative learning to asynchronous courses should follow all the structural guidelines essential to any course assignment. Please visit our HAWKSync Collaborative Learning web page to review those structural elements. This page focuses on how to structure specifically for asynchronous online classes. Effective asynchronous online collaborative learning contains:\u00a0 Structure &#8211; modular, chunked content with that [&hellip;]<\/p>\n","protected":false},"author":165,"featured_media":2524,"parent":2668,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-2577","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/2577","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/users\/165"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/comments?post=2577"}],"version-history":[{"count":17,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/2577\/revisions"}],"predecessor-version":[{"id":13446,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/2577\/revisions\/13446"}],"up":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/2668"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media\/2524"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media?parent=2577"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}