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ERIC Number: EJ869030
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1094-9046
Home Alone! Still Collaborating
Bell, Mary Ann; Kuon, Tricia
Knowledge Quest, v37 n4 p52-55 Mar-Apr 2009
When the authors taught in traditional classroom settings, collaboration and communication were understood to be important. Part of every class session was spent in discussion because they knew the importance of students teaching students, and they believed that the teacher as a facilitator, rather than the supreme encyclopedia of knowledge, was a powerful learning model. They know that combining teaching strategies, including direct instruction, discussion, cooperative work in groups and inquiry, leads to meaningful learning. In the traditional university setting, the authors spent at least three hours a week in a room with their students. It was so easy to ask a juicy, thought-provoking question then sit back and watch the sparks fly as students debated with each other. It was easy to place students in groups of three or four to work on projects and presentations together. They could give them class time to prepare and give students practice in working together, researching a topic, and finding the best methods to teach the gathered information to the rest of the class. It was easy to include collaboration and cooperation at many levels when they all met face to face. In online instruction, the authors, as "facilitator instructors," work at home much of the time. Sharing ideas online from teacher to student or from trainer to colleagues can be difficult to express in writing without facial and body language. The authors still want to incorporate the methods of teaching that have proven successful in the past, but how do they do that? In this article, the authors suggest and discuss five basic steps to foster collaboration and increased communication in this digital world.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A