Collaborative online learning with Google Groups

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1 Collaborative online learning with Google Groups David Prescott, American University of Sharjah, United Arab Emirates Abstract: This paper is primarily a report on a teaching experience supported by evidence derived from the instructor s observations and participant perceptions provided by students in the course of compiling a report. I will first briefly describe the students and the course of study undertaken before identifying the reasons for choosing to use Google Groups to facilitate course management and instruction. Next I will outline the content of the course and how Google groups supported the teaching and learning of this content. Then I will summarize the aspects of the course that I found positive, particularly emphasizing the collaborative learning opportunities, and compare these points with student perceptions. This comparison will be followed by comments about improvements that could be implemented. The paper concludes with a short comparative discussion on the relative merits of using Google Groups as opposed to a CMS such as Blackboard. Keywords: Collaborative, digital, evaluation, constructivist The students The work reported on in this paper was undertaken with first year computer science students studying an English medium degree program. Students at Universiti Brunei Darussalam (UBD), where the work took place, are required to take English courses in the first two years of their studies. These are English for Academic Purposes (EAP) courses with orientation to the general discipline being studied, whether Computer Science, Business, Science, Arts or Education. The English-based preparation includes language skills development and enhancement in the context of specific, apposite academic tasks such as report writing, seminar presentation and project preparation. In the first semester of their undergraduate degree computer science students at UBD are, as with many freshman year university students, expected to consolidate the EAP language and skills needed to successfully undertake their study through the medium of English The course of study in brief In this course the students worked with authentic texts in the field of computer science to develop their understanding of and their ability to use language for the following functions: definitions, descriptions, instructions, exemplification, comparison and contrast. The language of computer science instruction and documentation commonly uses these functions; texts used in the course were sourced from the internet. The students worked in groups and constructed websites, recording their developing understanding of the language forms and functions that comprised the linguistic focus of the course. At the end of the course the students evaluated each other s websites and produced reports reflecting on their achievements and the course method and contents. IEEE referencing conventions were therefore also taught to support the report writing task.

2 Why Google Groups As the students in this course were studying computer science it seemed appropriate to work with them in a digital environment rather than in a conventional book/paper context. Furthermore, the class was restricted to meeting for only 2 hours per week over a 14 week semester, a down-grading of contact time resulting from a university-wide curriculum review. Working in a digital environment offered additional instructional and learning opportunities unrestricted by the need to continually meet face-to-face. The university had, at this time, no suitable instructional platform to host a virtual learning environment (VLE) so a service such as Google Groups was a reasonable default choice. Google Groups, offers a free, stable, accessible environment which can be made secure and open only to the invited members of the group; in this case the class members and myself as the owner of the group. Only the members of the group were able to view the group content and the members list, though outsiders could request an invitation to join. Importantly, for the purposes of teaching and learning the Google Group environment offers a Discussions forum where members can post comments and exchange information on their work and a Files archive which hosts and stores material, designated by file size and date uploaded. Options to rename and delete files are also available. Members can create and edit pages and upload files; a very useful feature for posting work prior to retrieval and assessment by the course lecturer. Perhaps the most useful communication aspect of Google Groups is the facility which allows for individual or group contact. In general these aspects of the Google Group environment were supportive of the work of this class and facilitated the management and instruction of the course admirably. The fact that the group was hosted by Google was advantageous for my work with this class of (computer science) students. At the time of the course (August December 2008) Universiti Brunei Darussalam s intranet was inadequate for the amount of traffic generated within the university; such inadequacy being characterized by extreme slowness in accessing the internet and slow, sometimes erratic, delivery. Severe restrictions on file size were also a frustration of the shortcomings of this system and the university firewall was often unable to prevent unauthorized or unwanted spam communications entering the system. These deficiencies combined would have made the hosting of an online, collaboratively oriented course difficult to conduct with an appropriate level of reliability and accessibility. Fortunately, we experienced none of the outages that have recently become an occurrence on Google Groups, where pages have been lost immediately following publication and notifications have been subject to broken links. Course content Earlier in this paper I mentioned four components that the course content included. These were: commonly occurring language functions from the field of computer science instruction and documentation; website construction in order to host and display the linguistic content of the course; website evaluation; report writing. In this section each of these four content components will be briefly described and the role of Google Groups in facilitating the teaching and learning of each component will be commented on. Five language functions were taught: definitions, descriptions, instructions, exemplification, comparison and contrast. Each function was described and illustrated by means of introductory worksheets based on work in Jordan s (1999) well known tertiary text. The

3 students were then directed to public domain website sources which offered further illustration and reinforcement of the introductory material. Consolidation of student understanding of each function was consolidated by first, a receptive task such as reading and discernment of an appropriate text and then a productive open domain task such as comparing and contrasting two word processing packages and two web browsers. Figure 1 shows this consolidation process for comparison and contrast. Receptive task The following text contrasts eating fresh foods and canned foods. Is its organization block or point-by-point? How many differences between fresh foods and canned foods does the writer discuss? Identify the contrastive conjunctions and expressions that are used in the text to give coherence to the writing. Productive task Go to and locate AbiWord. Check out the features of this word processing package, take the tour and then write a short three paragraph text which compares and contrasts AbiWord with Microsoft Word. Then compose a second three paragraph text in which you compare and contrast Internet Explorer with Mozilla Firefox (link also located at Please pay special attention to organization (block or point by point) and to your use of appropriate comparative and contrastive conjunctions and expressions. Figure 1: Receptive and productive tasks comparison & contrast As indicated earlier the students worked in groups and constructed websites, recording their developing understanding of the language forms and functions that comprised the linguistic focus of the course. Students were free to choose their website hosts; there is range of providers offering free website hosting (Google Sites, Freehostia, Freewebs, Synthasite, T35). On the other hand strong guidance was given for the construction of these websites following Flanders (2004). The navigation was to be simple and consistent allowing the browsing surfer to move easily within the site and avoid the Where am I? dilemma and conformity to the Flanders 4-second rule, should allow users to look at the homepage and quickly figure out what the site is about. Jakob Nielsen the guru of web page usability (Richtel, 1998) also recommends that homepage content should be written to facilitate quick location of information through use of short sentences with liberal use of bulleted lists or highlighted keywords because people read about 25% more slowly from screens than from paper (Nielsen 2006). The students worked collaboratively to construct instruments to review and evaluate their peers websites. This task was conducted with respect to the language functions from the field of computer science and the basic design principles advocated by Flanders and Nielsen. Lecturer input, studying of on-line examples of evaluation instruments followed by the evaluation of other groups websites completed this task. Finally the students prepared a report on the course LC1515. They documented and described the development of the language component of the course, documented and

4 described the development of the website component of the course and documented and described the collaborative learning approach that characterized this course. The objectives of the report were for the students to discuss their roles in the work of the course; highlight the positive and negative aspects of the pedagogic approach; evaluate the experience of working collaboratively and, recommend improvements and modifications that could be implemented in future versions of this course. The overall purpose was to enable consolidation of the English language functions learned during the semester in the context of the genre features of a professional report. A student guide-sheet for this work is shown at Appendix A. Support from Google Groups Google Groups facilitated the teaching and learning of the course content by allowing the students to work collaboratively and asynchronously. Baglione and Nastanski (2007) have concluded that an asynchronous discussion environment offers advantages over the traditional classroom in that it allows increased time for students to research and reflect on ideas and that physical anonymity appears to decrease inhibitions and foster wider participation. According to Gambrell (2004, p. 213) Learning is in the talk. In support she cites Mercer (1993) who believes students learning is enhanced by opportunities to interact with each others ideas on a problem or topic. Research by Kucan and Beck (2003) has indicated that small-group discussion encourages students intellectual engagement with text and that these conversations (about text) facilitate higher level cognitive activity. Towndrow (2007, p. 86) has pointed out that collaboration is an intellectual pursuit that is realized through the extension of human capacity to create values that are greater than the sum of their individual parts. These findings certainly reflected the learning experiences of the students in this course; participation was unreserved, engagement was enthusiastic and collaboration fostered quality outcomes. Johnson and Johnson (1996) claim that collaborative learning relates to cognitive development theories in keeping with the ideas of L. S. Vygotsky and to social interdependence theory. Giving and receiving help, exchanging resources and information, giving and receiving feedback, questioning and encouraging each other and reflecting on progress are positive indicators associated with social interdependence. Working in environments that foster positive relationships and where they depend on others in the group, individuals generally achieve more, try harder for success, and experience more support and enhanced self esteem than they do in competitive and individualistic environments. Given the collectivist inclinations of Bruneian students collaborative learning was an appropriate option, culturally as well as pedagogically. To reiterate, Google Groups is a free service which helps a group of people communicate effectively using and the Web. Each group has a home page hosted by Google where members can start new discussions or reply to older topics. Each group also has its own address to help its members stay in touch with each other. Each group has its own Google-fast search, making it easy to find discussions locked away in a group's archive. The version of Google Groups we used made it easy to create announcement lists, mailing lists and public discussions and also made it easy to read and participate in discussions. All the replies to an initial topic are gathered on one page. Users can bookmark topics they're interested in, and have new replies to that topic delivered to their inbox. In sum Google

5 Groups facilitated a strongly productive and participatory engagement on the students part and supported my teaching through its ease of use and flexibility. Positive aspects of the course Earlier in the paper I mentioned that choosing a digital environment rather than a conventional book/paper context was appropriate for these computer science students. I have already commented on the learning engagement of the students, facilitated by the online collaborative environment. Young people in Brunei are frequent users of computers and generally rate themselves as moderately skilled users (Prescott & Prescott, 2008: p. 37). Digital technologies have high take-up in Brunei, especially amongst tertiary students, so using technology to communicate is a common feature of UBD students conversing; instant messaging, text messaging, ing, social networking, blogging, multi-mediating (multitasking) with heavy use of icons, sound/audio, graphics, and animation comes easily to them. I took my cue from Beeghly (2005), who found that students in her study noted that electronic discussions provided things teachers cannot provide in class, such as time for reflection and responding, as well as time for participation in ongoing discussions. This temporal flexibility certainly catered to the computer science students work patterns, many of which were not compatible with the 2 hours per week class meeting time. The role that Google Groups played in providing a stable, always-on communication forum which accommodated students work preferences (there was a high proclivity for late night discussion and exchange) cannot be under estimated. Furthermore, the value of a communication platform in a low-context culture (Hall, 1976) such as Brunei, where personal, family and community commitments frequently take precedence over institutional requirements, was revealed to be considerable and helpful. For instance, students who missed classes to attend bereavements, weddings or other similar events were able to catch up with relative ease, aided by both the collaborative learning approach and the digital environment. Two students attained parenthood during the course but suffered no loss of currency in their understanding of content and course work profiles. Many researchers (Baglione and Nastanski, 2007; Lee, 2009; Pratt & Palloff, 2004) have remarked on the capacity of online learning environments to accommodate interruptions into student learning programs without ultimate loss of attainment and understanding. Another positive feature of this learning environment is the capacity it can have for promoting a constructivist approach to learning. A number of researchers Lim & Sudweeks, 2009; Gulati, 2004, Lefoe, 1998) have warned of the dangers of the ad hoc use of technology in online course design and activities that are not grounded in sound pedagogical frameworks. In the course reported on in this paper the activities that carried the content endeavored to foster processes appropriate to constructivist learning. Design principles such as giving learners ownership of processes to develop solutions, task authenticity, supporting and challenging the learners thinking, creating opportunities to test ideas against alternative views and providing opportunities for reflection on content learned and the learning process were embodied in the major work (website construction, website evaluation and report writing) in this course. Of course the role of the instructor in this kind of learning environment needs to change from one of promulgation to something more akin to mentor or co-learner. It should be noted however, that the changed role of the instructor it is not something always embraced by students. For instance Zhang, Peng & Hung (2009) found that the Taiwanese students in their study, while experiencing learning benefits expressed concerns about the change in the instructors role and reservations about peer collaboration.

6 However, in the context of Brunei s collectivist socio-cultural codes mentoring and colearning are naturally acceptable. Students revealed in their reports a strong liking for the learning environment and for the collaborative online work. In their reports they echoed many of the issues that have already been identified as significant, positive factors (a liking for and capability with digital technologies; time flexibility for working; discussing and reflecting; the authenticity of a number of the tasks such as website construction and evaluation; posting work in the public domain). However, they also identified a shortcoming in the present course which doubled as a recommendation for the future. Six of the seven groups advocated inclusion of a component of individual writing as part of the continuous assessment for future courses. It had been my intention to include such a component in the second semester course and when this was indicated to the students they reiterated their view that this work should commence in the first semester and be extended in the second. There is a lesson in this revelation germane to what we as faculty believe we know about what our students need/want. It is only by providing them with formal opportunities to reflect and respond to what we have provided that we can discover if we are on the right path. In a constructivist learning environment we can do no less. Google Groups v CMS (Blackboard) The virtual learning environment (VLE) is a complexity of variations and terminology (Learning Management Systems (LMS), Content Management Systems (CMS), Learning Content Management Systems (LCMS), Managed Learning Environment (MLE), Learning Support System (LSS), Online Learning Centre (OLC) and so forth. I will confine these remarks to experience with Google Groups and Blackboard (as used at the American University of Sharjah); the two VLEs I have had recent experience with. I used Google Groups at Universiti Brunei Darussalam as there was no suitable VLE provided by the university. The positive and valuable aspects of Google Groups were the intuitive procedures and the ease of use of the features. The intuitive aspect was helpful since there was no necessity to provide any introduction to the students although given their digital literacy this would have been unlikely even if the platform had been more complex. There was also no necessity for a period of training and familiarization on my part the group was easy to set up and initiate. The relative freedom and simplicity of Google Groups could easily be seen as a deficiency but combined with the development of Web 2.0 services this problem is not critical. Researchers such as Abbitt (2009) and O Hear (2006) amongst others have written about the impact that Web 2.0 services are having on education and how academics are increasingly accessing these applications to enhance their teaching. It is worth noting that the problems that have beset Google Groups since August 2009 (outages, lost pages following publication notifications subject to broken links) did not intrude on the course I describe. My experience of Blackboard (known as ilearn at the American University of Sharjah) is somewhat ambivalent and I suspect reflects the experience of many academics. Firstly, many operations with the CMS are not intuitive and in fact are surprisingly cumbersome, for instance the ing of students to set up a group one has to dig out the application. Secondly, the university appears to encourage the use of the CMS primarily as an administrative and communication tool. Two experiences reinforce this impression. My

7 initial training on use of the CMS concentrated on entering and administration of student grades and the posting files for student access. Subsequent official communications from university authorities, both administrative and academic, have reinforced this impression; in two semesters I cannot recall any communication about pedagogic possibilities. Furthermore, the AUS library has a LibGuides service which can be customized for any course thus making available resources (recommended websites, key database, core journals and specific texts) to aid both faculty and students in the pursuit of teaching and learning. The university also uses a website application Banner for various functions such as interface between staff and students, course scheduling, final grade entry and so forth. The result is that the CMS tends to be overlooked as a learning environment. I know our CMS should be able to deliver more and that I should be able to get more from it. Many researchers and writers, among them Carmean & Haefner (2002) and Lane (2009) have written about transforming CMSs into effective learning environments and moving away from the conformity that administrative compliance results in. A more useful introduction to the use of a CMS would be to focus initially on how it can be used to support teaching, what pedagogy is possible with the features on offer rather than what administrative tools are available. Another problem with a CMS such as Blackboard is that all the features are available as defaults and have to be customized from the in-built array, in effect reducing the range being used to avoid confusion. On the other hand with a system such as Moodle a menu list is available for selection and because there is less pre-setting the user is able to think about pedagogic options more freely. In conclusion, a learning-driven approach to the CMS (Hamat & Embi, 2005) would be more beneficial to students and faculty rather than the administrative-driven approach we seem to experience at present. References Abbitt, J. T. (2009). Evaluating the Implementation of a Social Bookmarking Activity for an Undergraduate Course. Journal of Interactive Online Learning 8(1), Baglione, S. L., & Nastanski, M. (2007). Quarterly Review of Distance Education 8(2): Beeghly, D. G. (2005). It's about time: Using electronic literature discussion groups with adult learners. Journal of Adolescent & Adult Literacy, 49(1), Carmean, C. & Haefner, J. (2002). Transforming Course Management Systems into Effective Learning Environments. EDUCAUSEreview, November/December. Retrieved from ean+%26+haefner&gs_rfai=&fp=8594bd8e73909ff5 Flanders, V. (2004). The Biggest Web Design Mistakes of Retrieved from Gambrell, L. B. (2004). Shifts in the conversation: Teacher-led, peer-led, and computermediated discussions. The Reading Teacher, 58(2),

8 Gulati, S. (2004). Constructivism and emerging online learning pedagogy: a discussion for formal to acknowledge and promote the informal. Paper presented at the Annual Conference of the Universities Association for Continuing Education - Regional Futures: Formal and Informal Learning Perspectives 2004, Centre for Lifelong Learning, University of Glamorgan. Hall, E. T. (1976). Beyond Culture, New York: Anchor Press/Doubleday. Hamat, A. & Embi, M. A, (2005). The application of learning theories to the design of course management systems. International Journal of Pedagogies and Learning, 1(2), Johnson, D. W., & Johnson, R. T. (1996). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp ). New York: Simon and Schuster Macmillan. Jordan, R. R. (1999). Academic Writing Course. Pearson Education Limited, Harlow, UK. Kucan, L., & Beck, I.L. (2003). Inviting students to talk about expository texts: A comparison of two discourse environments and their effects on comprehension. Reading Research and Instruction, 42, Lane, L. M. (2009). Insidious pedagogy: How course management systems impact teaching. First Monday 14(10), Retrieved from Lee, K. (2009). Leverage Online Discussions. Training, 46(8), 18. Lefoe, G. (1998). Creating constructivist learning environments on the Web: The challenge in higher education. Paper presented at the ASCILITE 1998, University of Wollongong. Lim, H. L. & Sudweeks, F. (2009) Constructivism and online collaborative group learning in higher education: a case study. In: Payne, C.R., (Ed.) Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. Idea Group, Hershey, PA, pp Mercer, N. (1993). Culture, context and the construction of knowledge in the classroom. In P. Light & G. Butterworth (Eds.), Context and cognition (pp ). Hillsdale, NJ: Erlbaum. Nielsen, J. (2006). F-Shaped Pattern For Reading Web Content. Jakob Nielsen s Alertbox April 17th. Retrieved from O Hear, S. (2006). e-learning 2.0 How web technologies are shaping education. Read Write Web. Retrieved from Pratt, K. & Palloff, R. M. (2004). Collaborating online. Learning together in Community. San Francisco: Jossey-Bass.

9 Prescott, D. & Prescott, P. A. (2008). Information Literacy: the challenge of Internet use in university study. EA Journal, 24(1), Richtel, M. (1998, July 13). Making Web Sites More 'Usable' Is Former Sun Engineer's Goal. The New York Times. Retrieved from Towndrow, P. A. (2007). Task Design, Implementation & Assessment. Singapore: McGraw-Hill Education. Zhang, K., Peng, S. W. & Hung, J. (2009). Online collaborative learning in a project-based learning environment in Taiwan: a case study on undergraduate students perspectives. Educational Media International, 46(2),

10 Appendix A LC1515 Communication Skills I for Computer Science Report Writing In this piece of work your task will be to report on the course LC1515. To do this you should document and describe the development of the language component of the course, document and describe the development of the website component of the course and document and describe the collaborative learning approach that characterized this course. The objectives of the report are for you to discuss your (students ) roles in the work of the course; highlight the positive and negative aspects of the pedagogic approach; evaluate the experience of working in this manner and, recommend improvements and modifications that could be implemented in future versions of this course. The overall purpose of this task is to enable you to consolidate the English language functions you have learned this semester and to become acquainted with the structure, purpose and language of a professional report. Your report will have these sections containing this information. Title Page Acknowledgements Table of contents Executive Summary Introduction Presentation of content Conclusion References Appendices see sample recognize assistance given in the preparation of the report map of the content of the report brief statement of what the report contains statement of the context of the course, what it covered and how the course was structured d & d of language component, of website component, of collaborative learning; student roles; positive/negative aspects; evaluate collaborative approach recommendations; rationale(s) for recommendations sources acknowledged using IEEE conventions material in support of the contents of the report The language of reports Simple present tense for statements of fact This report contains information regarding Simple past tense for statements of fact about things that occurred in the past The course of study commenced on 1 st March Present/past passive to emphasize the thing receiving the action The suitability of the work placement is highlighted The information was gathered mainly via Modality to show relative intensities of meaning The report will discuss (signals intention) Recommendations Must = obligatory Should = strongly recommended Can/could = recommended but optional The organizers must change the start date The number of assignments should be reduced The length of the course could be reduced.

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