What Makes an Online Group Project Work

Morgan, Kari, Cameron, Bruce A. and Williams, Karen C. “Student perceptions of social task development in online group project work”, Quarterly Review of Distance Education, 10 (3), 285-294

- Free and Successful Online Group Project : News : ISchoolGuide

Tuesday and Thursday: 7:00 PM- 9:00 PM (online group project collaboration)

Phone Convo with Diana About Online Group Project

To better understand this dynamic, in a previous study we examined teachers’ self-reported benefits while participating in an online group project (An & Kim, 2007). We found that the three primary benefits perceived as valuable by in-service teachers included the following: the development of their metacognitive knowledge; their recognition of the value of a supportive learning community; and their new understanding of the constructive use of online communication tools.

LEED Online for Group Projects (tutorial 01)

To further examine collaborative learning in virtual environments, the study reported in this article explored the specific factors teachers perceived as facilitating or impeding their successful completion of online group projects. Without a proper understanding of in-service teachers’ viewpoints that come from their own group learning experiences in online environments, the implementation of a group project in an online teacher education program may not be successful. Thus, by analyzing the facilitative and impeding factors, this study has the potential to help online faculty in teacher education programs better design and facilitate group projects in online environments. The research questions driving this study were as follows:

In this paper, we examine factors that make an online group project work
Have you ever considered incorporating an online group project into one of your courses

were required to complete a four-week online group project

The goal of this study was to explore the processes of group role formation in online class settings. Qualitative analysis was used to code chat logs and discussion threads in six undergraduate Family and Consumer Sciences online courses that required online group projects. Four themes related to the process of group role formation emerged: testing the waters, apologies as being nice, tag – you’re it, and struggling to find one’s role. Students created roles of leader, wannabe, spoiler, agreeable enabler, coat‐tails, and supportive worker as the group process evolved over the course of the semester. Results lend support for a balance between allowing students to create and experience roles on their own and faculty assignment of roles. Questions are raised related to faculty approaches toward directing and scaffolding the group process.

and use their knowledge in online group project work assignments as online knowledge activities

Group Projects and Online Collaboration - De Anza

This research makes a contribution to the existing literature by considering the TAM with respect to two different user perspectives of the same technology. We investigated students’ acceptance of a wiki for undertaking collaborative group work, and tutors’ acceptance of a wiki for enabling fair and efficient marking of an online group project. A key implication of this study for practitioners is that, when introducing online technologies to support collaborative activities and group projects, the perceptions and needs of both students and tutors should be carefully considered.

I'm in a college class, state and local government, that requires an online group project

Group Projects: Working With & Learning From Classmates

According to the study, individual accountability. A lack of individual accountability can also be called “social loafing.” Social loafing refers to the concept that when individuals think they are working in a group, they anticipate doing less work than when they think they are working alone. While the lack of individual accountability is common in general group projects, not just online group projects, it is more serious in online environments because students are not always exposed to the pressures and responsibilities of group based work found face-to-face.