Active Knowledge Sharing in Online Group Work

Abstract

The purpose of this paper is to explore how to support active knowledge sharing in online group work which both encourages collaboration and motivates individual effort. In this study, two graduate‐level online courses (course 1 and course 2) operated through Blackboard were selected. In both courses, the instructor designed the course activities and online learning environment in a a manner that aimed to promote active group work and knowledge sharing. Sixty students were enrolled in these two courses. Several themes were generalized from the data, which include: (a) community and trust were created for knowledge sharing through multiple course activities; (b) group work shared in blogs stimulated knowledge sharing, interactive learning and learning credibility as well as provided a learning reference for students; (c) transparent group work promoted across‐group learning; and (d) progressive and split assignments design with clearly defined components promoted collaboration and satisfied the desire of individual members to work independently.

A Case Study of ESL Students’ Remote Speaking Class Learning Experiences in a Canada University During the COVID-19 Pandemic

“…Those participants agreed on the distinguishing feature of information exchanging in this virtual environment. They found the efficiency of learning online because of the ease of information sharing and receiving, consistent with existing research (Al-Emran & Teo, 2020; Chang, 2018;Smith, 2014). Besides presenting ideas orally, students also made use of text-based and visual methods for communication.…”

Menography to Understand Patterns of Instruction in Group Work

“…Research into group work has shown that students find working in groups difficult, frustrating and often unproductive for many reasons, one of which is the potential for conflict between group members (Roberts and McInnerney, 2007); (Koh and Hill, 2009); (Smith et al, 2011). Research has also shown that online group work is just too difficult to manage (Chang, 2018). Urhahne et al (2010) found that the role of the instructor in computer-supported collaborative enquiry was task based which can be articulated as the 5E Model.…”