Wednesday, May 5, 2010

Six Online Collaboration Principles

Garrison (2006) developed six online collaboration principles based on the Community of Inquiry model for online teaching (Garrison, Anderson, & Archer, 2000).

Education is a learning experience structured to achieve intended outcomes in a systematic manner. There is also the expectation that the goals will be achieved in an expeditious manner. As such, it is the role of the educational leader to provide the teaching presence that will structure, support and shape a meaningful and worthwhile learning experience. That is, considerable thought and care must be devoted to the design, facilitation, and direction of the learning experience. (p. 26)

Design: Building a community of learners is important to incorporate legitimate academic tasks and not just focus on personal and social issues. From a design perspective, the overriding issue is to consider the phases of inquiry and the selection of learning activities congruent with the particular phase at which students are expected to be operating.
  • Social Presence: Establish a climate that will create a community of inquiry.
  • Cognitive Presence: Establish critical reflection and discourse that will support systematic inquiry. (pp. 27-28)
Facilitating Discourse: Activities must be provided where participants must engage and rely on each other to accomplish a relevant and important task or goal. Guidelines associated with this principle are to provide stimulating questions, keep discussion focused, identify issues needing clarification, and be prepared to move discussion forward in a timely manner.
  • Social Presence: Sustain community through expression of group cohesion.
  • Cognitive Presence: Encourage and support the progression of inquiry through to resolution. (pp. 29-30)
Direct Instruction: While students expect strong teaching presence, too much direct intervention will most assuredly reduce discourse and collaboration.
  • Social Presence: Evolve collaborative relationships where students are supported in assuming increasing responsibility for their learning.
  • Cognitive Presence: Ensure that there is resolution and metacognitive development. (pp. 31-32)

Garrison, D. R. (2006). Online collaboration principles. Journal of Asynchronous Learning Networks, 10(1), 25-34.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.

Posted at 08:17AM May 05, 2010 by dantonacci

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