DOI

10.5703/1288284317296

Document Type

Brief

Abstract

Remote learning through various communication systems has been available as a teaching strategy for many years. During the COVID-19 pandemic, remote learning has become an important method of educational delivery available for K-12 and higher education as leaders follow the health and safety guidelines. However, in remote learning environments, active learning collaborative team projects are more complex. Many institutions of higher learning around the country began using a Hybrid-Flexible (HyFlex) instructional model in response to the current global pandemic where students can choose to take online or face to face sections of their course. The flexibility in the model allows students and school systems to follow social distancing guidelines while providing quality educational experiences. Dumford and Miller (2018) contend “a user-friendly design and adequate technological support must be considered differently within online education” (p. 453) since online students sometimes feel isolated from professors. We offered an online only version of our traditionally face-to-face design thinking course during the fall of 2020. Students participated from different parts of the world and various time zones. Course materials were available in the learning management software and students worked as individuals and in small groups asynchronously and synchronously. Active learning in small groups requires collaboration, which is potentially more difficult in online environments. This research brief reports on our comparison of collaboration between the two modes of participation.

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Jan 1st, 12:00 AM

Collaboration in an Online Course is Comparable to Collaboration in a Face-to-Face Course

Remote learning through various communication systems has been available as a teaching strategy for many years. During the COVID-19 pandemic, remote learning has become an important method of educational delivery available for K-12 and higher education as leaders follow the health and safety guidelines. However, in remote learning environments, active learning collaborative team projects are more complex. Many institutions of higher learning around the country began using a Hybrid-Flexible (HyFlex) instructional model in response to the current global pandemic where students can choose to take online or face to face sections of their course. The flexibility in the model allows students and school systems to follow social distancing guidelines while providing quality educational experiences. Dumford and Miller (2018) contend “a user-friendly design and adequate technological support must be considered differently within online education” (p. 453) since online students sometimes feel isolated from professors. We offered an online only version of our traditionally face-to-face design thinking course during the fall of 2020. Students participated from different parts of the world and various time zones. Course materials were available in the learning management software and students worked as individuals and in small groups asynchronously and synchronously. Active learning in small groups requires collaboration, which is potentially more difficult in online environments. This research brief reports on our comparison of collaboration between the two modes of participation.