Thinking Out of a Bowl of Spaghetti: Learning to Learn in Online Collaborative Groups

Online learning programs have been expanding at exponential rates. To help encourage the development of learning communities within these environments, practitioners and scholars are advocating more collaborative learning approaches. Yet, many students express reservations about learning in small groups, particularly online. In this chapter, we explore more deeply the nature of student ambivalence about online collaborative learning. Weaving the findings of case studies of online groups with research and theory in collaborative learning and group dynamics, we argue that students hold on to highly subjective and individualistic understandings of teaching and learning. These perspectives manifest themselves in their overall approach to group inquiry and decision making. To embrace a more 701 E. Chocolate Avenue, Suite 200, Hershey PA 17033-1240, USA Tel: 717/533-8845; Fax 717/533-8661; URL-http://www.idea-group.com ITB9546 IDEA GROUP PUBLISHING This chapter appears in the book, Online Collaborative Learning: Theory and Practice, edited by Tim S. Roberts. Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Learning to Learn in Online Collaborative Groups 133 Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. interdependent and intersubjective perspective requires a paradigm shift among members with regard to teaching and learning, and a working through of the powerful emotional dynamics associated with group development. We conclude with suggestions for designing and facilitating online environments that addresses these issues. INTRODUCTION At a regional educational conference several years ago, two participants were observed walking out during the introduction of a concurrent session. After introducing the topic, the presenter asked participants to form into small groups for further work. Obviously distraught over this methodological turn in the session, one turned to the other and said, “Don’t they just lecture anymore? I get so sick of this group stuff.” This comment reveals the profound ambivalence that many learners feel towards collaborative learning methods in general and group work, in particular. While learners often express a desire to be more engaged and active in their learning, they are often less than enthusiastic about learning through small group work. Online technologies often exacerbate learners’ ambivalence toward group work (Bernard, Beatriz, & St. Piere, 2000; Bullen, 1998). This chapter focuses on the experiences of adults in online collaborative learning groups, and their struggles with learning to learn in these groups. Online learning is perhaps the most rapidly expanding dimension of higher education and professional development. The number of courses offered online was expected to nearly triple during the last decade. In 1999, 85% of higher education institutions were projected to offer online courses (Distance Learning May Soar, 1999). A variety of institutions are now providing extensive postsecondary programs online, increasing pressure on traditional colleges and universities to quickly and efficiently enhance their online distance education (Schrum, 1998; Sorg & McElhinney, 2000). Within our own institution, faculty are scrambling to meet the demand for courses and advising, created by unanticipated growth in an online masters program barely two years. The emergence of collaborative learning in online environments is related to this rapid growth. Early efforts were largely characterized by a kind of electronic correspondence study, in which passive learners were exposed to large volumes of printed material and worked largely in solitude, with occasional interactions with the instructor (Boshier, Mohapi, & Boulton, 1997). As this form of delivery became increasingly popular, emerging problems of attrition and motivation among participants (Bullen, 1998; Haraism, Hiltz, Teles, & Turoff, 1995; McConnell, 2000) suggested more attention was needed in the overall design of the learning environment, the specific instructional methodologies being employed (Harasim, 1990; Gunarwardena, 1998; McConnell, 2000) and 26 more pages are available in the full version of this document, which may be purchased using the "Add to Cart" button on the publisher's webpage: www.igi-global.com/chapter/thinking-out-bowlspaghetti/27720