Collaborative Projects in Hybrid and Online Classes

1
Collaborative Projects in Hybrid and Online
Classes

• Using Group Work to Enhance Student Interaction

2
Groups in Hybrid Classes

• Students in hybrid courses sometimes dont get to
  know their classmates as well because their face
  to face time is limited.
• Setting up groups in hybrid courses increases
  student interaction and creates smaller, more
  friendly learning communities.

3
Setting up Groups

• In hybrid classes it is good to give the students
  a variety of groupmates and a variety of tasks
  throughout the semester so that they do not get
  bored.
• Try linking groups to project assignments, and
  change groups whenever a new unit begins.
  Different methods of varying group assignments
  are alphabetically by last name, alphabetically
  by first name, by paper grade, or by major (see
  Excel).

4
Assigning Tasks

• For each group, specific roles allow each student
  to feel that they have a responsibility to the
  group.
• This creates a bond between the students that
  often extends outside the classroom.
• Sample tasks are Leader, Note-Taker, Reporter,
  and Timer (see Excel).

5
Face to Face Activities

• For face to face activities, give a set time
  frame to complete the work, and give reminders
  throughout the period about how much time is left
  (see Word).
• Make the group accountable for their work by
  requiring them to report to the class about the
  results of the activity.

6
Online Activities

• During their online class periods, encourage
  interaction between students by having them
  respond directly to their groupmates.
• One example would be peer review sessions where
  group members review each others papers.
  Students will help each other complete tasks by
  emailing reminders and questions.

7
Groups in Online Classes

• It is especially useful to assign groups in
  online classes. Students then become very
  familiar with a few students, which makes them
  more accountable to their group and more
  comfortable in the class.
• Collaborative work with a group teaches students
  cooperation, compromise, patience, and
  flexibility.

8
Setting up Groups

• In online classes, consider keeping the groups
  the same throughout the semester, since many
  online students work full time and have trouble
  keeping track of classmates.
• One of the biggest challenges of teaching online
  is making sure students get your messages, and
  that they can communicate with you and their
  classmates. Make it as easy as possible for them
  to interact.

9
Online Communication

• Create an email distribution list for each group
  that students can use to contact all their
  members (see email).
• Create special discussion boards for specific
  groups to keep the work organized (see myASU).
• Create chat rooms where the group can meet (see
  myASU).

10
Regular Classwork

• During the course of typical day to day
  classwork, groups allow students to navigate
  discussion boards more easily. Instead of
  replying to 20 other students, they reply only to
  their groupmates.
• Then, if one group member fails to post work, the
  other members help keep that student accountable
  because the group must have all work posted in
  order to post a response.

11
Questions and Support

• When students have other contacts in the class
  through the use of groups, they are more likely
  to contact each other to exchange information and
  ask questions about the assignments.
• Students also are more invested in peer review
  and other interactive activities because they
  have formed a bond with their group members (see
  myASU peer review).

12
Online Collaborative Projects

• I teach ENG 301 online, and I teach the final
  project of the semester as a collaborative paper
  (see Word).
• I put students into groups according to their
  fields of study, so that no majors overlap in any
  one group. There are usually 4-5 students per
  group. Students use these groups for peer review
  throughout the semester so that they form
  trusting relationships (see Excel).

13
Methods of Communication

• All work must be completed on the phone, in chat
  rooms, and through email. I have students who
  are out of town, so requiring face to face
  meetings would be unfair.
• Students are asked to set their own tasks for the
  projecteditor, proofreaders, submission
  director, etc.

14
Assessment

• Each individual student will receive a grade
  based on three factors end of semester
  evaluation from entire group, quality of
  individual chapter, overall quality of the
  manual. Please log the time you have spent on
  your own chapter throughout the semester, and
  continue to think about each group members
  contribution. You will give a self evaluation
  and a group evaluation at the end of the project.