Is learning in collaboration better?

My guts tell me : yes, but you have to prove these things. And there have been a lot of studies researching the effectiveness of collaborative learning, both from the perspective of outcome (for individuals and groups) as from the perspective of the process (for example impact on motivation, interaction). I'm not an academic, but here are some interesting bits:

- There are a lot that conclude it gives better results. Such as Gokhale (1995) who says that 'there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer'.

- Klemm (1994): Collaborative Learning can be used with some confidence at every age level, in every subject area, with any curriculum and with any task...

- Mohr and Nault (2004) share 8 critical success factors for collaborative learning to work:
- manage expectations
- create a common base of knowledge before the course starts (readings/exercises, refresh)
- make it extremely clear how and when participants will communicate
- demonstrate the technology at the outset and reinforce its use throughout the course
- make synchronous sessions highly interactive
- let students generate the data and examples used in the course
- include a collaborative project
- bring closure to the materials and provide a plan for the next steps

- ? says : Paradoxically, though seldom used in e-learning, cooperative learning works better online than it does in face-to-face classrooms. The reasons include: all students can find the time to do their share of the work ; thinking is more focused and clear because it is done in writing ; everybody is more accountable, and everyaone sees what everyone is doing.

Communities of practice and learning

An interesting interview with Etienne Wenger on Communities of Practice, web 2.0, social software and learning on the elearningeurope.info site: http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=10476&doclng=6

A quote:
"Of course, emerging technologies are affecting communities of practice, and especially more recent developments in social software. It is interesting to note how aligned the peer-to-peer nature of web 2.0 technology is with the way learning takes place in a community of practice. This alignment is remarkable. It has given rise to a lot of interest in communities of practice because it has enabled all sorts of communities that would not have been possible in the past"

Most common reason for not completing courses

This list comes from a Brandon Hall study among 313 learning professionals. It has the common reasons learners do not complete courses:

• learners get the information the need, then exit
• learners get interrupted or distracted
• learners are too busy
• learners don't have incentives to complete courses
• the online courses are boring or badly designed
• the technology doesn't always work right or is confusing
  

What makes a good e-learner?

In a survey of the Department of Instructional Technology's E-Learning Concepts and Techniques Spring 2006 online class, participants were asked to respond to “what factors and/or skills contribute to being a successful student in an e-learning class?” The responses included:
1. Self-discipline
2. Patience
3. Self-motivation
4. Communication
5. Asking questions
6. Knowledge of how e-learning works
7. Familiarity with the software
8. Time management
9. Ability to work independently
10. Ability to communicate with groups via distance
11. Active participation in the class
12. Being able to compromise and communicate effectively
13. Ability to multitask

What employees need to know

From David Burrows, Microsoft UK Director of Education:

What employees need to know is: one, can I get access to learning which is relevant to me, when and how I need it, in a way that fits in with my work and home life? Two, wil my employer give me the time I need to do the learning? And three, when I am successful in my learning will this be rewarded by my employer, and will it be recognised so that it will help me get on in my work and my life?

4C From learner to e-learner

The ELEC project (sponsored by the European Social Funds and coordinated by BE-ODL) has published a booklet 'from learner to e-learner' to help people to make the transition to this 'new' form of web-based learning.

Currently the booklet is available in Dutch, but will be translated in English (and maybe French).

The ELEC partners found 3 types of learners. The booklet contains a short test to determin your own style, and has 3 color-coded sections to make suggestions on the learning formats, best practises and tools for your learning type. Furthermore there is a FAQ section and a glossary.

The online PDF version in Dutch is available here.

The related presentation from the international seminar in Ghent where the booklet was presented can be found on slideshare. It lists the findings of a learner survey that was used to make the booklet.

4C Culture & Attitude

4C Culture&Attitude: the forgotten dimension

The borderline between 1st and 2nd generation e-learning is situated in between dimension 3 and 4. It is wishful thinking to assume that if all is provided for as to concept, technology and content, the end-user will automatically show up on the assumption that ‘if you build it, they will come’. Creating a favourable climate for e-learning requires efforts that are both top-down and bottom-up.

We cannot take for granted that users will find their way to an e-learning course themselves. E-learning is so fundamentally different to most employers and employees that the platform as well as the courses need to be constantly promoted and the participants motivated. We have called this dimension ‘Culture&Attitude’. ‘Culture’ refers to the organisation (top down) and ‘attitude’ to the personal attitude of the learner (bottom up). Hence, it is a learning climate that needs to be created. In that respect it is important to have sponsorship from the highest echelons in the organisation and to create a ‘champions’ community throughout the organization. The latter empower the workforce with e-learning and function as beacons for other learners in the organisation. Changing the organisation into a learning organisation, with active learner-users sharing their life long learning experience in a broad learner’s community is an objective that can be achieved with change management techniques if values and climate fit.

It should be stressed that the implicit expectations as to time and place (distance) play a crucial role. They are not only used as a handy excuse, they often are a real excuse. Therefore, the organisation needs to lower the threshold for e-learning and encourage it by valuing the time spent and reserve the virtual and physical space (e.g. reserving resource centers with tutoring and reference materials). Out of our personal experience, we suggest that an e-learning community finds itself in real encounters as well. A kick-off meeting at the beginning of the course and a wrap-up at the end open the doors to a lasting learning community. Also, a simple ‘busy e-learning’ notice on the door knob should not be mocked at, but rather respected. Changing culture and attitude are processes that take a long time and require constant attention. How do you create a 'language of learning' in your organisation?

Here are a number of features of this dimension: (i) Communication plan: e-learning is still a waste land to many learners. (ii) Sensitising : Who are possible champions? How can e-learning improve efficiency and effectiveness at the personal level? How are e-learning efforts valued by management? (iii) Motivatation: Why do learners drop out? Why do they show a low commitment? An organisation needs to question the reasons and take measures for a favourable climate and well-defined values. (iv) Learning strategies: how does a passive learner become an autonomous and responsible e-learner ?