Collaboration Versus Participation

Mike Oden, Jeff Palmer, and Kim VanDommelen

AET/541

October 7, 2013

Dr. Spear

Introduction and Discussion Topics

Learner participation and collaboration are both critical components of synchronous and asynchronous learning. Both modalities require students to use a variety of technology to communicate and participate individually, and collaboratively with other students in learning teams. Facilitators and students both have influence and responsibilities when working together in a community learning environment.  

For the next several posts, the contributors to this blog will be discussing and comparing the difference between collaboration and participation when working in Learning Teams and as individuals in synchronous and asynchronous learning environments.

There will also be a discussion about how students and facilitators can influence a collaborative environment and their responsibility in building that community environment.

Participation

Image: Baby Center (2013)

Learner participation is the cornerstone of any successful pedagogy. Learner participation is essential for creating a deeper understanding of the instruction (Donovan, Bransford, & Pellegrino, 1999).

Activities that are used in synchronous and asynchronous learning environments that are typically considered student participation include:

• Face-to-face interaction (via live streaming video or in a classroom or meeting space)
• Audio/video conferencing tools
• Social networking
• Text-based communication

Most students who choose asynchronous online learning do so for the promise of “anytime learning”. They are busy individuals who are trying to fit education or training into their already busy schedules and the asynchronous modality best fits their needs.

Asynchronous Participation
Asynchronous learning is primarily text-based. For individual participation, every learner is required to post responses to weekly discussion questions (DQ) posted by the facilitator in the online classroom forum. Students are also required to respond and discuss the week’s subjects with each other during the week.  

Common practice for grading participation of individual learners in asynchronous learning is requiring him or her to post eight substantive responses to the weekly DQs. Throughout the week, as the students post answers and responses to the DQs they will discuss relevant topics with the other students in the class. This participation strategy encourages research, critical-thinking, discussion, debate, decision making, writing, and many other higher order thinking skills.     

In addition to individual participation and assignment requirements, students in asynchronous learning environments are also typically required to participate with other class members on a learning team. The learning team is given an assignment and the team members must work together to meet the learning objectives and complete the assignment or project. Learning team participation can be challenging in asynchronous learning because the main communication with each other is text-based. 

                                               Synchronous Participation

Image: E-learn Easy (2013)

Students in synchronous environments also have individual and learning team participation requirements but they have more choices for participating. Synchronous learning environments use text-based communication (e.g., e-mail, online forum discussions, and recorded audio or video) the same as asynchronous environments but the learners and facilitators can also communicate using live/instant messaging or texting, live audio or video conferencing, and in some cases actual classroom or meeting space for a group of students. Synchronous learning does not offer the convenience of “learning anytime” but it does provide learners with more options for communicating (participate) with the facilitator and other students, and to collaborate with learning team members.       

Collaboration

Collaboration amongst team members in an online setting, promotes professional growth and development for future use in our global society. One of the most valuable attributes in a perspective employee is the ability to work well with others in diverse situations. In an online context, students must demonstrate proficiency in critical thinking, problem solving, and effective communication when working with other individuals in a group setting. All of the aforementioned items help develop valuable work skills, which are applicable in today's work force.

When students can collaborate effectively with other members of the class, they increase both their knowledge base and work ethic. Students gain an appreciation for collaboration through the simple experience of working on projects and assignments together in both an asynchronous and synchronous context. While taking an online class, some students may find that working in a purely asynchronous environment supports a flexible learning environment, while other students may need  communication that exists in real time. For those particular students, a synchronous learning environment may yield better results.

Despite the approach, when students on a team decide to proceed, the idea that all students have experience and prior knowledge to contribute should be the highlighted philosophy within the group. Students that build trust within the group and work collaboratively to achieve a common goal will produce quality work more effectively than those working solely from an individualist standpoint.

Communication Methods for Synchronous and Asynchronous Environments

Behaviorists and educators agree that participation and collaboration are critical for effective learning and for students to persist. That is why learners in both asynchronous and synchronous environments are required to participate individually with the facilitator and with the other class members. Learners in both modalities are also expected to participate and collaborate with other students as part of learning teams. The major difference between the two environments are the options that the learners have to communicate with each other. 

Communication Methods	Asynchronous	Synchronous
Email	•	•
Text	•	•
Recorded Audio/Video	•	•
Live Text, Instant Messaging		•
Live Audio/Video Conferencing		•
In Classroom or Meeting Space		•

Synchronous environments offer students more options for communicating with the facilitator and other class members whereas asynchronous environments are primarily text-based with the option of using recorded audio or video. Research has shown a growing interest of blended environments that offer students elements of both modalities.