Education Articles from College Matching Service

Most e-learners have mixed feelings about group work and the activities they’ve had to do with their classmates. Perhaps you’ve had the same experience: you loved going to the discussion board and sharing ideas and discussing the course readings. But, when you had to work with the same individuals on an online class group project, it was another issue altogether.

Admit it when there is friction between group members. Get it out in the open. Then, develop a productive solution. Potential problem: The way team friction manifests itself can be subtle. Group members disagree, express frustration, or stop communicating altogether. Some team members are deliberately obstructive, or criticize work, endlessly debate small points, or refuse to contribute at all. Instead of working on the problem, the energy of the group is spent in conflict resolution. Some may drop out. Others find they become passive when they believe that their input does not matter, and they let the dominant team members do the work. Solution: Define the roles as well as the tasks. Provide guidelines for team-member roles, and describe actions to be taken by each member of the group.

Continuously review the tasks and see where you are with the deadlines. Potential problem: Tasks are vague, poorly defined. Although the outcome may be defined and described well, the individual tasks are not clearly defined, nor are they delegated in an effective manner. Tasks are repeated needlessly, or done with contradictory results. Solution: Define and describe the tasks in terms of what needs to be done, how to do it, and how to present the results.

Having a virtual class online is one concept some people find hard to envision. But as an individual distance learner, you must learn how to develop and coordinate with your online college courses.

Simplify the tasks and break them up in to individual steps. Instead of envisioning one large group project, visualize the entire assignment as four or five smaller projects that will each require just two or three steps, rather than dozens.  Potential problem: The project contains too many steps to reach the final outcome. The complexity makes it difficult to understand and to delegate work, and to set achievable goals. Potential problem: Resentment because of lack of work parity. Group members become angry because the work load is not evenly distributed. Some team members may be perceived as slackers or freeloaders, who take credit but refuse to pull their weight. The converse can also be true. There may be resentment because one team member will attempt to dominate and not allow individuals to participate in the process. The dominant person may be perceived as a bully, much to his or her surprise. She thought she was simply being efficient, proactive, and “Type A.” Solution: Listen. List the roles and the responsibilities and behaviors expected of each role. Then, assign tasks to specific team members, and develop a realistic set of due dates. Make sure that there are clear ways to be in touch with each other if there are questions.

Coordinate time. Required collaborations do not reflect the real time commitments of the participants, nor do they reflect schedules or time zone differences. Solution: Give the group at least a week to do each project, no matter how small. Ask the individual team members what they are doing to find out and accommodate each other’s time constraints.

Develop a communications plan. Try to communicate live-time if you can, either with instant messenger, chat, video chat, or with Internet telephony, such as Skype.

Bond with your team-members. Ask group members to post photos, details about themselves that they’d like to share, and to start a discussion board or forum in which they discuss current events and items of interest. Potential problem: No sense of community. There is a failure to bond, and hence a failure to thrive. Collaborations with this problem sometimes never get off the ground.

Clearly identify the work required. Determine what the final outcome will look like. Avoid generalities and be specific early on. Potential problem: Collaborative papers require “blending” rather than stand-alone components. The collaboration is expected to produce a paper that flows as though it were written by a single person. This can pose a monumental, even insurmountable, challenge because individual voices, writing styles, even format can be completely at odds. Further problems surface when individual team members resent the way that their work has been edited. Solution: Develop structures that allow individuals to insert their own work in sections clearly identified as pertaining to them. Do not try to blend or mesh the parts.

Identify the tasks that you will need to do in order to accomplish the goal. Potential problem: Irrelevant activities. Group members may resist doing activities they perceive to be irrelevant to the overall goal or objective they envisioned when joining the group. Even those who go ahead and do the activities may feel resentful. Solution: Let the team members know how their work ties into the final objective (the project), and how it ties into a larger world as well.

Having group online class activities may be such a hassle, but it will definitely be helpful in your development as a learner.

Make the most of any group or team time. If you are assigned to a team, make time to do your best on the assignment. Even if your team can only meet for 15 minutes every week during the team project time, do it. You should use the telephone, instant messaging, or the class chat room for your team time. Save the discussion board and e-mailing for exchanging files and polishing your group project. You will get to know your fellow classmates and get a better grade in everyone gets to know each other, even just a little bit. (Hint: Online courses call instant messaging, chat rooms, and telephone conversations synchronous, meaning at the same time, and call discussion postings and e-mails asynchronous, meaning not at the same time.)

Look for opportunities to meet other online students. They don’t have to be in the same class or even in the same university because there are many similarities when taking online classes anywhere. Local public libraries, community colleges, and other places are good starting points for locating students. If you are unable to find people in your community, look online or right here in the eLearners community. Even if you are not interested in replying to a blog or a commercial chat, you will probably see some of the same experiences you are having appearing in these places. (Hint: Check to see if your school hosts local meetings or events and attend them.)

Establish a relationship with your professor. If you are truly interested in the subject you are taking, e-mail your professor some very well thought out questions about the subject. Most professors will answer and be flattered you are thinking about the course beyond the assignments and activities. Also, many professors enjoy sharing their expertise so don’t be shy! (Hint: Online professors can become mentors, reviewers, and references for later projects just like classroom-based professors.)

Wear your school colors with pride! Purchase a sweatshirt with your online university’s logo or slap a bumper sticker on your car. Believe it or not, just associating yourself with a school helps makes you feel a part of the school and once you feel part of the school, you will feel less isolated. (Hint: Most online bookstores will sell you logo items right along with your books!)

Keep active in your online class. Visit your course on a regular basis, just like you were going to class. Keep up on the discussion postings, turning in your papers on time, and do the readings. It will make you feel more connected if you are in the mindset of a regular student. If you’re struggling to stay focused check out Alistapart.com and Davecheong.com for some great articles. (Hint: Make sure to respond to e-mails as you would like others to respond to yours.)

Talk to others about your course. Let your friends and family know you are taking an online course and share some of the things you are learning. Sharing will not only help you feel less isolated, it will help you absorb the information and make your online work more exciting. (Hint: Don’t bore people with your knowledge, just share a little about what it’s like for you.)

Use the course chat room or instant messaging. If it’s available, get to know your fellow students in the class chat room or through instant messaging. Ask your buddy to meet you at a certain time and use that time to informally discuss the class. Invite others into the conversation by sending an invitation to all your classmates – some may come and some may not. Your professor may notice and admire your commitment to the course which could translate into a better grade. If you have a team assignment, pick the chat room or instant messaging for one of your meetings. (Hint: Some chat rooms have a record feature and your professor and all your classmates can read the transcript, so keep your comments positive!)

In a traditional classroom, you meet your fellow students and faculty and create a real community; even it’s only for the length of the class. You notice when your classmates look upset or even who is there and who is absent. That’s part of the community; it makes you feel connected, and it is one of the more enjoyable aspects of college life. But can you get that feeling as an online student? The answer is yes and here’s how!

Share a little personal information. It can be about your family (Are you married? Do you have children? Any pets?) and your life (Think favorite hobbies, professional interests, top five movies, etc.) in either your bio page or the introduction post. If you are able to post a photo, do so. (Hint: Most course management systems reside behind a firewall so only your classmates, your professor and some of the administrators have access to this information and they are required by law to not share personal information, so it’s a safe environment.)

Remember that your other classmates are in the same situation. You are not the only one who feels some sense of isolation. Just like in a classroom, some people are shy and some are outgoing. It just takes one person to do a little reaching out to create a community and you can be that person. (Hint: Even if you are a little shy, you don’t have to speak to get a community started online.)

Find a buddy. In the beginning of the online class, find someone you’d like to get to know better and start up an email conversation with them. It’s good to have a buddy in the class and it will help reduce your isolation. Keep your initial e-mail short and let the receiver know in the Subject line that you are from the same class. (Hint: If one person does not respond, find another person to e-mail.

Chatting during an online class may be a breeze, but it can even be a lot easier if you do these measures:
Be on time. Just be on time for your chat. In fact, be a little early so you can get the feel of the chat room. If you are going to be late, make sure you let your professor know ahead of time or see if you can reschedule. When you come to a chat late, it’s like coming to a class late, everyone, including the professor, notices. (Hint: Most class chats are recorded, so the professor has the exact time you entered the chat in the transcript!)

Have your references on hand. Make sure you have your paper, your textbooks, and any other documentation readily available, so you can refer to it to support your ideas or you can check your interpretation with the other students in the chat room. (Hint: If you want to reference something specific in a reading you know the whole chat room is using — like the textbook, just refer to the page; don’t type the whole thing in.)

Avoid disruptions during the chat. A chat room where the professor asks a student a question and gets no response, especially if the student has been responding quickly, indicates the student isn’t there. It gets uncomfortable for everyone, so make sure your chat has your full attention. If given the option, select a chat time where you know you will not be interrupted, avoid the temptation to check your e-mail or you’re my space page while in the chat room, and keep focused. (Hint: If the chat is just not moving fast enough for you, make notes on a sheet of paper about the ideas you are having during the chat.)

Expect the unexpected. Even with the best of technology, something can go wrong. You could lose power, others could lose power, the website could go down, you might have to miss because of something unexpected at the last minute, etc. If something happens, don’t panic. E-mail your professor as soon as possible. Be open and honest and ask how you can make up for your absence. (Hint: If the professor lets you copy the transcript and interject your comments — don’t destroy the flavor of the chat by over stating your position because you have time. Just write your comments and ideas exactly as if you had stayed in the chat. No one likes a show-off.)

Know the chat room signs and symbols. Some online schools, to facilitate a civil conversation, give certain signs and symbols special meanings. For example an ellipses (…) sometimes is put at the end of a sentence to mean there is more to come. Find out what the recommended signs and symbols are before the chat starts. You can learn the basic signs at Netlingo.com, Thinkquest.org, and Safesurfingkids.com. (Hint: If you don’t know the signs and symbols and you type in the middle of someone else’s thoughts, you will be seen as rude!)

Be patient. Some people are very slow typists and others have dial up issues. Sometimes it takes a long time for a thought to get out, so be patient. Let your professor be the gatekeeper for the discussion. (Hint: If the chat is going really slowly, review your topic notes or have baroque music playing in the background to keep your mind active and focused.)

Read what your professor has to say. In the beginning of each chat, most professors will go over the rules; let you know the order of the chat, the time limit for the chat, what’s acceptable in the chat, etc. Pay attention to these comments. The chat room is a time where the professor sees you interact with others in real time. You want to make a good impression. One of the elements of grading a chat room is almost always about following directions. (Hint: A professor may not state the element of following directions, but it will affect the subjective part of your grade.)

Now your professor wants you to attend a live chat session with some of your classmates – it’s a chance to show your stuff, but how can you be effective? Should you be formal or informal? What about introductions?
Despite its great convenience, online courses can at times make you feel like it’s your first day of Kindergarten all over again. So we’ve gathered some simple tips to help you become more effective in online chats.

Know the rules of netiquette. Netiquette is simply respecting other people in the chat room. That means waiting until others are done “speaking,” using appropriate language, and sticking to the subject. (Hint: Your school should have chat room rules posted. If you don’t know them, ask your professor before the chat room starts.)

Check out the chat speed beforehand. If you are on dial-up, it may make the chat room exceedingly slow, which means when you type in a long sentence, the others in the chat room will be waiting to see what you are typing. If you are on dial-up and can’t get high speed access, then let the chat room participants know, type only a few words before sending them, or write your responses in an editor and copy and paste them into the chat. (Hint: You can have two windows open at once, just use the minimize button at the top of your Internet browser.)

Review the materials. Think of your chat as a classroom debate. If your professor told you there would be a debate about a topic in class and you had to participate, you would make sure you knew the topic, right? Well, in a chat room, you need to do the same thing – know your topic. (Hint: Most professors will post the topic for the chat room beforehand in the assignments.)

Before you can get started on any online school assignments, you need to find a place to study. A separate space for your online class will help you stay focused on your work, and keep your study materials organized. This area should be designated only for academic work and test taking. If it is possible, keep your work area clutter-free and comfortable. Ideally, you would want an entire room designated for you to study, so that you can stay on task and be at par with your timelines.

Prevent distractions. Distractions are plentiful, especially if you are a parent. A message board on the door or outside of your home office will help with communication (especially with older children). Signs like “Studying until 7:30,” or “Preparing for exam at 8,” will tell your spouse or kids what to expect, and prevents any unnecessary questions or interruptions like, “What are you doing?” or “Are you going to be done soon?”

Keep everything close at hand. Have enough storage space to keep extras around. Items like: a dictionary or thesaurus, pens, pencils, notepad paper, printer paper, highlighters, 3-hole punch, stapler, book flags or sticky notes, etc.

Coping with noise. The perfect room is one that is completely sound-proof, but that would require renovating! If noise is a problem, consider purchasing a white noise or sound machine for your home office. These machines produce sounds that drown out other distracting noises and can help keep you focused when you’re reading, posting to your discussion board, writing and studying.