Collaborative
project-based learning and problem-based learning in higher education
---Virtual-based
learning
1. What is virtual team
learning?
Virtual
team learning that takes place within the distance learning environment goes
further in educating students for work in the 21st century. Virtual teams are
teams that do not meet face-to-face and use computer-mediated communication. Virtual-based
learning is always based on the Internet or the IT technology. Students can be
attending the same university from different geographical locations or be
involved in multi-university projects. Students work with students from
different cultures and backgrounds to achieve a common goal or accomplish a
specific task. In most cases, the students have not known each other
previously. So the virtual-based learning is a new product of new era.
2. Three kinds of
shifts (Three cases and the analysis)
Case 1: (Mastery Learning→Inquiry Learning)
This
case is from my own experience of my college life. There was a course named “Principle
of Microcomputer”, at the end of this course at that semester, it
required us to project a program, which can be input into computers to realize
the working process of traffic lights. At the beginning of the course, there
were several programs as models for every student to learn and imitate, all of
those programs were the basis, which concluded almost all the knowledge about “Principle
of Microcomputer”. After being familiar with all these basic knowledge, it
required us to use the knowledge to realize a complex project, which was the
final goal of this course.
I
remember that the professor said to us, “It is easy to master the models, but
that will not be challenged, what I want is all of you can think deeply about
the basic ones and then create really useful one.”
After
receiving the assignment, the students went back and did some deep researches
about the project. We had to inquire the specific meaning of the traffic
lights, and designed the program, which can be input into the computers to
debug, and saw the wither the outcome be appropriate or not. We used the
university online system to do the job and contacted with our professor. With
lots of attempts, we got it.
Analysis 1:
In
this case, the most important difference from traditional education is that, it
is not just focused on the degree of mastery learning, but paying more
attention to the inquiry learning. And I think that this project is an
assignment, which combined traditional learning and virtual-based learning,
students are required to attend the necessary lessons to study the basic
theories, and then they have to use the basic theories to research the deeper
problem. During the process of doing the program, on the one hand, all the
students need to use the traditional education style to get the traditional
knowledge, on the other hand, they have to use the technology to realize the PC
languages on the computers, and then put them into practice.
From
my perspective, mastery learning is important, it reflects the degree of
knowledge mastered by people, which can show some problems. But the inquiry
learning focuses more, the traditional examination is to test students whether
they can fill in all the blanks of the contents, while inquiry learning
requires students to do more flexible researches and attempts to get the
complex outcomes. The outcomes are always more meaningful, but the most
important and meaningful is the process to reach the outcomes. Basically, the
process of inquiry concludes much, there will be many difficulties and barriers
come out when you do the task, and the process of overcoming those difficulties
is also the process of improving yourself, and achieving more about the task.
Overall, we can see that inquiry learning is a more advanced learning style to
get more meaningful results, and the process of researching can be supported by
the new technology, such as the continuously debugging the program in the case.
So this kind of virtual-based learning is an excellent method.
Case 2: (One shot Learning→Long term Learning)
This
case is about Maritime students’ online collaborative learning in virtual
teams.
Maritime
students who are in their second year and who have successfully completed all
required courses in the first three semesters are required to take up the
3-unit course - Maritime Research. Students attend their regular classes but do
their research work online collaboratively. The online learning approach is used
to provide students with enough time to carry out research activities.
The
structure of the virtual team is special in this study. The students were
grouped according to their research interest. The virtual encounter happened
either through Facebook, e-mail, Yahoo Messenger, or Skype. The teams were
provided with addresses for each of these online channels. There were
approximately five groups in each research class.
The
group leader took the group members' comments, suggestions, output, questions,
data, documents, etc. The leader reported to the professor and waited for the next
learning instruction or requirement to finish. The team members were encouraged
and required to contribute to the whole team. If there was a need for any group
member to inquire directly to the professor, the member was permitted.
To
illustrate, team members decided to study about the effects of the oil spill in
Guimaras. As a group, they developed strategies on how to carry out their
research work. The strategies were then submitted to the professor as
scheduled. The students were asked to state any challenges they had during the process.
These data were collected for analysis by the professor.
(MA.
CECILIA D. ALIMEN & ROLANDO A. ALIMEN)
Analysis 2:
From
this case, we can see another application of virtual team learning, the
students finished their required work online. There might be a doubt about
virtual-based learning that whether virtual team learning can do work on
long-term studying or just for one shot studying. And now, we can conclude
without hesitation that it can reach long term learning in education. In the
case, the students attend their regular classes but collaboratively do their
research work online, and this study last three semesters. So from my
perspective, what the students have finished is not just an one shot learning.
Basically, the virtual team learning in the case should be recognized as a process,
all the actions in the study including the collaboration are not overnight. Unlike
the one shot learning, which just focuses on a short-term goal, and the team
might be the short-term or the temporary one. There were 3-unit courses in this
case, and according to the information of the research, all the members could
have enough time to think about their work and finished it collaboratively but
not just individually.
Above
all, we can see that the collaboration in throughout the whole process, and the
virtual team learning online was going on in order.
Firstly,
there was a specific goal at the beginning, and all the students were required
to form several groups as what should be done in the real teams, collaboration
is also used in the virtual team learning.
Secondly,
there were different kinds of channels to be supplied for the students, they
could use them to find their own-interested research and their final teams. It
was convenient and flexible about the learning, in my opinion, the students are
encouraged to think by themselves at the beginning the direction, but not be
distributed the assignments by the professors. And after determining the
research which they did preferred, working with the teammates who have the same
interests, which can increase the effectiveness and make the whole
collaboration enduring.
Thirdly,
there was a leader in every team, just like in the real teams. The virtual
leaders were the bridges to linking teammates and professors, and I think the
difference between the virtual teams and real teams was that it would be more
efficient and convenient for the leaders to finish their jobs.
And
at last, the outcomes from every virtual teams should be submitted to the
professors, and it would have the standards to evaluate the assignments and
also the deadlines. After assessing the case as a whole, we can conclude that
students who did the work in virtual teams can be a successful process, it also
can reach the long-term objectives, and even more effective and efficient. The
virtual-based learning can be used in such kind of cases, and that will be a
big deal in education. Virtual team learning can be a fantastic idea to be
developed at least.
Case 3: (Lessons
Learning→Experiential Learning)
This
is about a kind of virtual team online learning portal—Blackboard.
The
virtual team environment was created through the Blackboard online learning
portal. The Blackboard environment was created specifically to allow online
team members to work on their virtual team tasks collaboratively. The teams
were all provided with an online discussion board accessed by a unique identity
code. Groups of five to six students were randomly distributed to a group
(e.g., Lion or Platypus) and each group was required to complete series of team
assignments over the semester. For example, on one of the online team
assignments, team members were asked to watch a video which depicted selected
workplace communication problems. Students were asked to identify the problems
and then as a group to develop an intervention plan to solve the problems.
Group size was deliberately kept small because studies have found that dilution
effect (i.e., the larger the group size, the less motivated group members are
in contributing to the group effort) are more pronounced in larger groups
(Brewer, 2005; Karau & Williams, 1993; Kidewell & Bennett, 1993;
Latane, 1981).
Group
members were randomly assigned to play different roles in their group by the
unit coordinator. For example, group members who were assigned the
“Contributor” role were expected to kick start the online discussion and to
provide a discussion of what they think the problem and solution might be.
Group members who were assigned the role of the “Critic” are required to
stimulate the discussion with a critical analysis of the problem under
investigation. They might suggest alternative points and communicate with other
members as to why they think they have the better solution. Finally, students
assigned the “Summariser” role were expected to sum up the group discussion
making sure that the group has reached an agreed position in relation to an
identified workgroup conflict and a proposed solution for the problem. And then
students were required to post their answers online for grading and for online
feedback. In addition, all teams had access to different course documents, an
online discussion board monitored by the unit coordinator, online files and
documents exchange, online announcement, and the online grade book.
Students were also expected to write a
required intervention plan based on a real world problem they identified with
their group members. For example, group members were required to negotiate and
identify a workplace problem encountered by one of their group members in real
life. Then as a group, they had to develop an intervention plan to help solve
the problem. A group based intervention plan was then submitted to the unit
coordinator at the end of the semester. Additionally, students were asked to
specifically state any positive and/or negative challenges they encountered in
their virtual teams. These data were collected for further analysis by the unit
coordinator.
(Jennifer
Loh)
Analysis 3:
In
this case, we can see the big difference and transformation between traditional
education and the new one.
During
our many years studying, most of us received “lessons” by teachers, we just had
lectures at class, the teachers taught us the knowledge, and there were several
interactions during lectures, but not many. Basically, the learning condition
is that teachers were saying and students were listening, students should
finish their individual homework after class, and handed in next day. This kind
of education has its own advantages, such as the its order, the clear direction
of learning from teachers and so on. But the most important disadvantage is
lacking of practice and collaboration. Students just learned by themselves most
time, who had little communication with each other about the assignments, and
what they did are main the theories, but not experiential practices.
And now, the world is different, everything is
changing and developing, so does the education style and method, and virtual
team learning is a new way and effective way for students in high-education. We
can see that the students are using a new technology on the internet to go on
their studying through the portal named Blackboard in this case. This
Blackboard is not the blackboard we ever seen before. We can write things with
chalk on the traditional blackboard, and this new Blackboard is a portal
online, which can transform knowledge on the Internet, this is a virtual
blackboard, but can realize the real things. And this learning way is one kind
of virtual team learning.
The
virtual team learning realizes many targets, firstly, the students shape
different teams online, and because of the different people from different
places，the
teams are named virtual teams, this is a collaboration studying, all the
members can communicate with each other on the platform of Internet, the biggest
difference is this kind of team is virtual, but not the entity.
Secondly,
however this collaboration online is different from the traditional teamwork,
but it makes learning even more effective and convenient. They can share
information together, such us watching video together mentioned in the case,
and also they can search materials directly online, and then share with others.
Thirdly,
this is virtual team, but it solve the real things, we can see the intervention
plan in the case, which is a real method or channel to let everyone discus the
real problems in their real lives, just resolve them through the virtual way.
3. Global context
influence on the virtual-based learning and the future trend.
With
the development of modern society, everything is changing, everything is moving
on. The world is big to human before, but now, the world is becoming more and
more “smaller” because of the fast-developing technology. Especially among the
IT area, Internet has the close connection to our life. Nowadays, we can use
computers to surf the Internet, and we also can use Ipad or Iphone. It is no
exaggeration to say that almost everything is becoming intelligent and digital.
The development of society is not just a tendency, it is advancing really.
Under the big condition, as a very important part of the society, education has
to be developed, not only to its content, but also the mode. So change is
necessary. I always think that everything is changing everyday, and changing
means challenging, but challenging can bring about chances, and then something
new will and must appear. Virtual-based learning is a new product, which is to
match the new need for the new style education. Thinking about my learning
career, what education I received was most the traditional and old-fashioned.
To simplify the process of the learning, which might just is giving knowledge
from teachers, then doing assignments individually of students, and then having
examinations, and to the last attending the lectures again, that was a cycle
about the education received by us students. Even though there should be its
own order, but it is a little bit too old to the new rhythm of this modern
society, and we can see that it was lack of communication and interaction
between students and teachers. Even there could be real teams formed to resolve
group problems, but there will be much obstruction in front of the traditional
teams.
There
is an experience of myself in CityU. One of my friends selected a course, which
required he finish a task with different people from different universities,
all these students are from different places, and it is impossible to let them
get together around one table to discuss the topic. For this condition, the
traditional teams could not help anymore, but virtual teams do. All the
teammates can share ideas with each other through Internet. Even they should
overcome difficulties of timetable, but it does not need everybody to fly to
one place, and after several-minutes discussion, they need to fly back, which
cost time and money. And virtual team learning can make all these situations
easy, you can stay at the computer with a cup of coffee, just take it easy. So
there is a virtual platform online, but can realize the functions, which cannot
appear on real platforms. Actually, not only for education, but also many areas
of enterprises, there had been appeared virtual team learning, such as the
telephone-meeting and video-interviewing. Basically, it is needed that
something new should be come out to match the new times, and virtual-based
learning is a fantastic direction.
But
what about the future of virtual-based learning? Here are some ideas of myself.
Firstly, just as what I mentioned before, it is a developing society,
everything is changing, and as we can see the real conditions about the using
of virtual-based learning, this new kind of educational learning channel or
method has entered into lots of fields. Even we may cannot say that it is very
popular, but we can see the virtual team learning is penetrating into our
lives. For example, I have been here for further studying at CityU for almost
one year, and I use Blackboard to get know documents, and there are virtual
discussion board online, we can post our ideas and opinions on it, everybody
can share different resources, the professors also will give us replies, all of
which consists a learning process, and this is a virtual-based process. So,
according to the nice effective outcomes of virtual-based learning, I think it
will be put into use more. Who will not like the good things?
Secondly,
I have a big expectation about virtual-based learning, and I think that should
be supported by higher technology. Nowadays, we have experienced or known the
utilization of virtual-based learning, such as the telephone-interview, the
assignments through Internet, and a lots of adults education, which having
lessons mostly online. There is a problem that even it is useful to use
virtual-based learning to realize real problems, but the feeling of real
experience of individuals can be very actual, comfortable or not? Let’s choose
a real situation about virtual-based learning, for instance, we can have
lectures at home through Internet, it is really helpful to deal with the
problems about timetable and places, and also reduce the cost of traveling fee,
if we think more about it, learning online can save the cost of accommodation.
But to the learning itself, when we are experiencing the virtual learning, how
real feelings can we get or what the experience quality? For another word, we
can use e-books to substitute the traditional reading habit, but can we get the
feeling of reading a book with a cup of tea in the afternoon, and smell the
unique taste from the real books when you just use an Ipad to read? So how to
make the virtual learning more and more real is a big deal, and this should be
a very interesting and meaningful direction of development about virtual-based
learning.
Thinking
about a scenario, if it is time for studying, then I enter into a high-tech
room with omni-directional stereo environment, and when you start to have
lessons, you can feel that you are in a real classroom, it was like to touch
the professor and classmates when you fingering out. If this can be realized,
it must be cool. Someone may think that what I said is Arabian Nights, but can
you imagine there would be planes come out 5000 years ago? And the level of
technology is becoming more and more higher, it is possible that virtual-based
learning can be really “real”.
4. References:
1]
Mary Z. Last, Virtual Teams in Computing
Education, by Kingston University, UK, December 1999.
2]
Jennifer Loh, Understanding Students’
Online Learning Experiences in Virtual Teams, School of Behavioural,
Cognitive and Social Sciences, The University of New England, Australia, Vol.
6, No. 2, June 2010.
3]
MA. CECILIA D. ALIMEN, ROLANDO A. ALIEN, Maritime
Students’ Online Collaborative Learning in Virtual Teams: A Research Teaching
Experience, John B. Lacson Foundation Maritime University, Iloilo City,
Philippines, Vol. 8 No.1 December 2012.
4]
Charles Wankel, Jan Kingsley, Higher
Education in VIRTUAL WORLDS Teaching and learning in Second life, UK, 2009.
5]
Ed Catmull, How Pixar Fosters Collective
creativity, Harvard Business Review, September 2008.
6]
Bill Fischer & Andy Boynton, VIRTUOSO
TEAMS, Harvard Business Review, July-August 2005.
7]
Lynda Gratton & Tamara J. Erickson, Ways
to Build Collaborative Teams, Harvard Business Review, November 2007.
8]
Diana McLain Smith, How to manage
relationship conflict, Rotman Magazine Fail 2008.
9]
Leigh L. Thompson, The mind and heart of
the negotiator, Kellogg Graduate School of Management, Northwestern
University.
10]
KANDARP MEHTA, Five Essential Strategies for Creative Negotiations, FOURTH
QUARTER 2012 ISSUE 15.
