Online Collaboration: Opportunities, and Opportunities for Conflict

Shapiro, Brian

CO

Robinson, K. (2013). The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach. Computers & Education, 62(0), 298–307. doi:10.1016/j.compedu.2012.11.003

This article explores the emotional and cognitive impact of online collaboration. The researchers completed a qualitative study, pulling four main themes from the feedback they received—two focusing on the experience of group work, and two focusing on the influence of motivation and learning. “The findings were considered from two perspectives of the role of emotion in learning: the socio-cognitive model of self-regulated learning and the community of inquiry framework (COI)”  (Robinson, 2013). Robinson addresses the awareness of educators of the power of collaboration and the great need for online collaboration skills in the present and future world in which we live. But, her research indicates that despite its intrinsic value, many students view online group work with hostility and apathy. Because research shows that emotions and learning are closely related, in order to have online group work effective for all, we must address the emotions students have and create solutions for greater investment. The writer makes suggestions, based on her research, for increasing student appreciation for the value of online group work, and the technologies used to facilitate this work. Those suggestions will be the focus of this review.

All group work opens up a variety of opportunities for conflict, and Robinson explains that the additional challenges that technological group work can present often compound those conflicts. Technical breakdowns, disruption of online communication, and the delay of responses in a conversation are all issues avoided in a traditional classroom setting. Students also reported that the impersonal aspects of communicating online made them feel more apathetic or disconnected. Robinson argues that immediacy or the socio-psychological distance between two parties is the barrier that most makes people feel disconnected from others during online group work—this inability to “see” the group members as whole and real people. She then goes on to argue that we can achieve immediacy in an online environment by increasing aspects of our communication skills.  Robinson (2013) writes, “Immediacy can be communicated verbally by adopting an informal writing style, using slang, abbreviations and colloquialisms, by describing ongoing thoughts about ambitions and impressions, by describing life events even though they are unrelated to the task in hand  and by using figurative language."  Perhaps by using less formal language, group members will be able to “see” one another as whole and real people.

Another issue that Robinson found was that students who felt intimidated or not at the same level as the other writers or posters in the class, but may be reading everything and participating—albeit more passively, need to find support in the process. In collaborative work, these silent voices could be a source of frustration for other group members who may see this person as disengaged. For example, by offering tagging tools, tools that are hints and suggestions to learners as to how they might compose the next contribution. The implementation of such tools would need to rely on artificial intelligence (AI) methods and techniques so that the students who might benefit from access to such tools can be identified.  Once again we find that although aspects of online technology may cause barriers, it is also innovations in technology that can help students overcome these barriers.  She goes on to suggest that this type of data collection could highlight the students who are reading everything, but not writing as much, and teacher or tutors could intervene with those students on a one-on-one level. This would also help personalize the experience for these of students.

Many online classes have built in a synchronous discussion forum in order to create a sense of true conversation—and than can be effective for many students. But keeping in mind that most people opt for online learning programs because they have busy schedules that they have to work around, this attempt at creating community can backfire by creating resentment for the students who miss the synchronous discussion. Robinson explains that, “The inbuilt delay of asynchronous technology means that students have time to reflect before responding and this can benefit both task and relational aspects of group work.” Although both have their benefits to students, perhaps the benefits of the space and time to reflect and participate outweigh the attempt to have “real” conversations.