"High Tech can be High Touch, Too"

Distance learning describes an environment where a separation in time or place exists between student and course facilitator. Collaboration among classmates, therefore, seems formidable within the distance learning paradigm. Through use of electronic media, in particular that of Web-based materials, collaboration can be supported through thoughtful selection of instructional design features by course authors and classroom facilitators. This paper will explore some of the ways collaborative learning to course learning outcomes has been promoted in the Web-based classroom. The techniques presented here have been successfully applied with a variety of students, both with beginners and with the more sophisticated on-line learner, and therefore may be helpful as basic tools for other other facilitators and designers.

Facilitation techniques discussed in this paper assume that participants are engaged in a classroom learning experience that has a defined beginning point in time, and that participants have enrolled to achieve similar learning outcomes as stated in the course description. Continuous enrollment courses could as well incorporate many of the techniques presented here, however, the facilitator interventions would need to be adapted to the more free-flowing structure of an open enrollment situation. Facilitation and use of media techniques discussed here can be applied equally well within corporate settings and use of intranets, or university sponsored Web-based courses.

Assumptions about collaborative learning include:

>>>that adults can and do learn from each other, as well as from the textbook, formal lecture materials, and formally constructed individual assignments that may accompany the prepared course,

>>>that learning experiences that engage the learner's own personalized need for relevance are more apt to be integrated, synthesized and experienced as meaningful,

>>>that supporting an environment that teaches successful team strategies while delivering course content is an enhancement to the adult learner's repertoire of successful skills in a dynamic workplace environment, and

>>>that collaborative learning adds the potential for synergy to the classroom experience.

The selective use of Web-based media, coupled with the appropriate design of learning activities, can support a collaborative learning experience for online learners. Presented here are some facilitation and design techniques using either synchronous or asynchronous technologies to overcome barriers to collaboration.

THE ISOLATED LEARNER

As this circumstance is inherent in all distance learning environments, it must be addressed directly and openly where collaboration among learners is desired. The technology used must be able to support both reading and response capability, such as a at minimum a discussion group asynchronous dialog thread. It is not a requirement that visual or audio support be used, however, these media enhance the personalization of the group experience. The guided facilitation from the instructor is key in providing a role model of collaborative interaction for the beginning student.

Collaboration is more likely to occur in an environment where students perceive they are supported as individuals first, thus giving them the confidence to proceed with peers. Before any collaboration can be done successfully, learners must be committed to the learning experience, and must trust the learning environment to some degree. To facilitate commitment for the learners, the instructor can structure a goal-setting activity, where participants identify what they would like to achieve as an outcome for the course. Additionally, learners can be asked to identify what they anticipate as potential barriers to achieving the outcomes. Where this type of introductory exercise might appear no different from that of collaborative learning environments in the on-ground traditional classroom, the facilitator response for Web-based courses will differ substantially from responses in traditional settings.

On-line facilitators will clarify and re-state the goals, and will lead discussions on overcoming barriers collectively through the collaborative journey. Facilitators will note and archive individual issues for each participant, and provide personalized feedback throughout the journey. Consider that instructor feedback might be the only substantive feedback the student receives during the course, so as such it is important to note milestones of achievement for the student, reinforce learning, reinforce demonstrative and adaptive on-line behavior, and keep the student on track with stated goals. The role of guide, as much so as content facilitator, is an important one for the online classroom environment.

Exercises can be introduced initially then periodically throughout the course to add depth to basic knowledge about each participant, building trust among participants and allowing for identification of resources, strengths and weaknesses. For example, request that each person share a biographical statement about themselves. Instructors may want to structure this type of information by indicating the key areas to be shared, facilitating the emergence of commonalities among participants. In math classes I have facilitated, for example, I initially define the group by summarizing commonalities using course content principles such as, "we are a group with 14 children, 4 cats, 3 dogs, one boat, and 108 years of management experience." In organizational change courses, for example, I might respond by stating, "we are a group representing 6 distinct fields of endeavor, 8 distinct professional skills, and a total of 27 different careers throughout our collective work lives."

Course design should include a "reason" for students to dialog with one another, as the expectation that interactivity will occur spontaneously will overlook the shy student, or the busy participant desiring to "get by" with minimum participation. Integration of course work should be punctuated by summary activities, where students are asked to synthesize their own learning, comment on the summaries of others, and identify what they might incorporate from the information received from classmates. This can be done through a series of notes (asynchronously, either public posts or privately to the instructor), or in a discussion session (synchronously).

LEARNING STYLES

Electronic classroom delivery leans heavily on sequential learning styles, text-based materials, and time management skills of the participant. Instructional designers can build options to accommodate alternate learning styles, allowing the participant some freedom of choice and self-pacing of information acquisition. Group collaboration is predicated on each participant bringing some information of value, thus learning styles are an important consideration for individual contributions.

Students progress at their own pace, regardless of the "structure" of timed assignments. The role of facilitator in keeping the group appraised of progress, key summary points, and the framework of the content is significant, where without visual cues, specified "break" times and other traditional classroom markers it is easy for students to lose perspective of ground covered. While group development should not be interefered with, necessarily, by the instructor, observation of progress and utilization of resources for all styles of learning is a key function for the facilitator. Barriers to learning may result in negativity expressed towards the group, and lack of participation sends a poor message to other more enthusiastic participants.

Suggestions for alternatives to sequential, text-based learning styles include:

>>>archive access to previous discussions for off-line perusal,

>>>chat and white board support (such as NetMeeting or other softward programs) for interactivity,

>>>supplemental resources such as video or audio clips, and online library access, that may enhance the learner's depth of understanding of the material,

>>>identifying how local resources may be helpful for the learner, such as a visit to a location such as a museum, company, or other live, real-time experience .. or perhaps an interview with a company executive given the connection to course materials,

>>>self-paced computer based learning support materials, to support understanding of the course content, remediation, or skill acquisition.

GROUP DEVELOPMENT and LEADERSHIP ROLES

Learning activities may or may not include formal group projects. Where group projects are not specified, the facilitator may observe informal collaboration emerging among students that follows anticipated stages of group development nevertheless. As such, group development and emergence of leadership roles is important for classroom facilitation of collaborative learning regardless of the formal structure of the learning activity. It is assumed, for purposes of this paper, that collaboration is a desired and purposeful activity within the course.

Defining group identity is important for cohesion, so suggesting an exchange of photos, development of a group name, and offering resources for conferencing are all enhancements to the experience. Regardless of whether media selected are synchronous or asynchronous, these support mechanisms can still be incorporated. If synchronous means are used, facilitators should give consideration to time zones of participants to allow for maximum participation.

Facilitators should provide suggested questions for beginning discussions, and allow groups to modify as needed. The facilitator can promote group productivity and efficiency by providing points for group tasks, such as "determine whether you want a leader," or "assign a group recorder who will archive and summarize discussions." Providing a structure for discussion allows the groups to work through the "forming" stage rather rapidly, progressing to "performing" in a short period of time.

These are a few techniques that promote group collaboration, group identity, and a sense of belonging for the individual Web-based learner. Facilitators and course designers can use these techniques successfully with a wide variety of course content in both corporate and university settings.

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