What do you do if your online students are not collaborating effectively?

If my online students are struggling to collaborate effectively, I would first identify the problem, whether it's unclear expectations or communication issues. Then, I'd clearly communicate expectations and facilitate communication through the student's LMS course. I'd encourage team-building activities to foster trust and assign clear roles and responsibilities. Providing support and guidance, monitoring progress, and offering incentives for effective collaboration are key. If needed, I'd seek additional support from instructional designers to redesign the course in a way that is more conducive to collaboration. Ultimately, I aim to create a supportive online classroom where all students can collaborate productively towards shared goals.

Students have to struggle, from time to time, to collaborate effectively especially when the teachings or group works are online. I think one of the reasons is difficulty in communication and the other is that the ability to form a team becomes impaired. In such situation, I would re-establish the team with their roles and responsibilities so that they can lead by themselves to reach the project goals. At the same time, I would enquire how to SWOT current situation and how we should approach it. By communication efficiently among all of us regarding a better understanding of everyone's perspective and expectation, I would explain the outcome of current learning in the form of SMART principles so that they become more involved than before.

Another helpful thing I found is to tell them at the outset that in the real working world, we CANNOT always choose who we work with, so it's important that we are flexible and we can position ourselves well in the team.

Ah, the conundrum of the digital classroom: when online students resemble herding cats! For technical hurdles, providing video tutorials or troubleshooting guides. For unclear instructions, offering detailed rubrics or live demonstrations. And for interpersonal conflicts, facilitating mediated discussions or conflict resolution sessions. With these strategies, we can transform online collaboration from chaos to harmony! 🎶🚀

I regularly conduct online classes for both traditional and non-traditional students. When I initially began delivering lectures online a few years ago, I encountered challenges in fostering effective collaboration among my online students. Over time, I have implemented various techniques to facilitate their engagement in collaboration during and after class. I believe that meticulous planning is crucial for successful online classes. Understanding your students' personalities and requirements is essential. This serves as a foundation for identifying effective strategies to motivate them and maximize their collaborative efforts.

I feel that connecting with students by understanding their level and expectations should be the foundation of teaching. Moreover teaching the students by giving examples from their daily life with a little fun element always make them involved. Last but not the least taking maximum input from students and making everyone participate in one or the other way will leave the students more happy and satisfied.

If your online students are not collaborating effectively, you could try several strategies: 1. Clear Expectations: Ensure that students understand what effective collaboration looks like and what is expected of them. 2. Communication Tools: Provide various communication tools such as discussion forums, video conferencing, or messaging apps to facilitate collaboration. 3. Group Roles: Assign specific roles to each student within the group to encourage participation and accountability. 4. Regular Check-Ins: Schedule regular check-ins to monitor progress, address concerns, and provide guidance. By employing these strategies, you can help foster a more collaborative online learning environment.

A very common challenge many of us face: lackluster collaboration among our online students. Now, I've been there, felt that frustration, but here's the thing: we're not just facilitators of knowledge; we're orchestrators of engagement. So, if you find your online students not quite hitting the collaboration mark, it's time to get creative. Reach out individually, foster connections, and remind them of the power of teamwork. Offer interactive sessions, encourage peer-to-peer discussions, and create a space where everyone's voice is heard. Remember, it's not just about sharing information; it's about building a community of learners.

Identifying the source of the problem is the key to effective teaching and learning. In this case,change the way i teach online.

Gameficar as atividades Com a utilização da tecnologia no aprendizado, temos a disposição plataformas que nos auxiliam com as atividades de fixação do assunto em forma de games, onde aprender se torna mais divertido e o interessante. Sabemos que a distração pelos diversos ambientes que perpassam as aulas online podem dificultar, entretanto quando levamos propostas divertidas, atuais e que geram desafios, o clima educacional ganha novas disposições.

What I have notice since the new norm of certain industries providing work from home flexibility (due to the Pandemic) is students are also desiring the same flexible treatment. However, what I have found with on-line learning or even on-line live is the lack of engagement from students which can be easily monitored within a LMS. Setting participation rules and activities with measurable expectations in the beginning of the course will help you later on. Let the grading system reflect on that activity. Then it is up to you to manage the delivery with up to date training methods.

Having a specific rubric surely helps in setting expectations, so that they are aware how they will be assessed and evaluated.

Expectations for engagement create the safety of exploratory learning. Online environments are supportive, as they allow for the backspace, making it possible to have careful explanation of an idea or concept. Students who may find themselves apprehensive to speak their thoughts in a face-to-face setting can come alive in an online forum. Safety is also key in how to manage disagreement, where the computer can create a false sense of security in speaking out against something in a disrespectful manner. Driving the academic principal home, that communication on disagreements a moment that requires considered presentation of points and counterpoints. Discouraging disrespect can be difficult, but manageable when communication is more formal.

One thing I found very useful is the ability to show empathy. Showing concern, makes them feel you really cares and they can easily give you their attention as a result

Tener claro el proposito que se desea lograr, es indispensable porque permite una claridad al docente de lo que espera alcanzar con sus estudiantes, partiendo de ello orientará a cada estudiante para que logre alcanzar el máximo nivel segun sus propias concepciones y estructuras mentales

One should always ensure that students understand the importance of collaboration and what is expected of them in terms of participation, communication, and contribution to group projects or discussions.

One thing I’ve found helpful is to offer support in fostering collaboration. This may look like exemplars, sentence starters, etc…. In breakout rooms this may look like a group size of four to five students is best, experts say, and rotating roles should be assigned with a focus on interdependence. That can mean reaching a goal together, jointly earning a reward, or celebrating the success of the group or a member.

Tener claro como profesores qué queremos conseguir en el aula es fundamental. A partir de nuestros objetivos podremos establecer una metodología que sea efectiva para conseguirlos y que se adapte al medio en el cual impartimos la clase. El trabajo en grupo no siempre será el más efectivo si, por ejemplo, nuestra clase es magistral. Lo que es seguro es que necesitamos crear un ambiente en el aula online de cooperación, desde posibles trabajos en grupo hasta el mero hecho de que los estudiantes puedan compartir sus apuntes.

Estableciendo expectativas desde la parte docente y de la parte de los estudiantes a conciencia, sabiendo así delimitar los objetivos, además algo que funciona es siempre delimitar las reglas de 3 a 5 como máximo y recordarlas en cada clase. A veces funciona de igual manera decirles de una forma genuina que les esperamos en clase y hacer una clase muy participativa entre todos. Si los estudiantes son poco colaboradores hay que tratar de averiguar con consentimiento, si es la conectividad del area, el dispositivo o el entorno (situaciones familiares, personales de la persona entre otras)

In my experience, students are not always voluntarily involving themselves in a learning teaching activity. There are various techniques to get all of them involved; for example, playing games or giving a quiz relevant to the teaching topic. Non active or less engaged students would be invited and encouraged to share their ideas before others. We shouldn’t just ignore them.

Sticking to syllabus only can be extremely boring, and can have more when the session is online. When engaging with students online, engage with certain things beyond the syllabus, but related to the subject or the domain broadly. For me, it's the history of science or science related stories are a major part of my lectures, online or offline. Try to engage them, talk to them about their expectations, their issues with the domain, even during the session.

Creating a community of learning fosters an environment where students can update their progress with evidence and respond to prompts while tracking their growth and reflection. This approach helps students avoid the "end of history illusion," promoting consistency and motivating collaboration. It encourages students to contribute actively, rather than leaving others to struggle alone, even if they feel they lack the necessary skills.

Active engagement of the learners is essential in order for them to learn the language. Even if it is difficult for them forming a good sentence structure as an ESL teacher guiding and encouraging them will be fulfilling to their part and as an educator. In the long run, students will not hesitate to answer for they know teachers will scaffold them making better conversation.

In my experience, allowing them to have a free discussion can do great wonders! I try not to interfere in the discussion, and simply just listen to them. This made me uncover students who had natural leadership abilities, and those who had very insightful thoughts to share!

Facilitate engagement through curiosity and challenge. Encourage them to look deeper by asking questions that look for more insight, detail, or critical consideration. Allow room for the conversation to flow with gentle nudges, then drop an “and this” question or morsel into the bucket of a deep dive to let learning grow and expand. The “and this” might be something to read, watch, or simply consider that is apart of the question at hand. Facilitation that models exploration and knowledge acquisition can move students to new heights of curiosity themselves. It becomes less about the right answer and more about where learning and exploration can take us.

One can use online communication tools such as discussion forums, group chats, or video calls to facilitate communication among students. Encourage them to ask questions, share ideas, and provide feedback to one another. This may help boost their confidence.

Engage you students in teaching and learning process Active facilitation is key in nurturing an online environment conducive to collaboration. You might need to step in more frequently to guide discussions, provide feedback, and keep students on track. Encourage participation by asking open-ended questions and prompting students to explore different viewpoints. This facilitation helps create a sense of community and belonging, which is essential for effective teamwork in an online setting

Revisar las características personales de los estudiantes. No siempre es adecuado pensar que todos deben participar, en forma visible.

A la hora de enseñar filosofía la participación es fundamental. Para entender realmente los problemas filosóficos de fondo, el alumnado necesita hacerse a sí mismo la misma preguntas que los diferentes filósofos se plantean. El papel que el profesor debe jugar en esta situación es el de lanzar estas preguntas a los estudiantes y enseñarles el método adecuado para que puedan responderlas adecuadamente.

You can use the following tools to encourage your online students to collaborate with each other effectively: 1) Video conferencing - A key advantage of video conferencing is that it allows online students to collaborate on group work easily, regardless of their physical location. 2) Collaborative documents – Online students can work together on a collaborative document (such as Google Docs) at the same time. They can also see changes and updates on the document in real time. 3) Discussion forums – Forum allows students to post questions or discuss topics covered in the course. It is a great way to encourage communication and collaboration.

Las herramientas que el profesor ha utilizado para diseñar la clase deben ser accesibles para su alumnado. Desde los textos en los que se ha basado hasta posible vídeos, todo ello facilitará la comprensión de la materia por parte del alumnado. Si un estudiante es capaz de ponerse en el lugar de su profesor conseguirá entender mejor el tema que se trabaja al estar desarrollando un estudio más activo.

Let students set new norm. Let students humanize themselves. Empower students to teach each other. Brainwrite before a colloquium. Encourage peer revision.

Guide them by asking questions about how the students can use various types of media to collaborate successfully. Provide various situations for students to work through.

El docente como mediador, ofrece la orientación y promueve entre los demás estudiantes el intercambio de información, para el manejo de diversas aplicaciones o plataformas virtuales, que generan un trabajo favorece el aprendizaje continuo de calidad.

Me encanta cuando alguien dice "profesor no puedo hacerlo porque no sé cómo" una de mis herramientas favoritas para trabajar en equipo de forma simultánea es NOTION (todo lo que puedan imaginar desde crear base de datos, documentos, blogs, base para guardar documentos), Excalidraw, English to learn games, classroomscreen, voicenotes (para accuracy en inglés sirve para exámenes orales en formato virtual ya que capta todo el discurso del estudiante) entre otras. Les pido una colaboración corta con reacciones y les premio con saber. Hay variedad de trucos para los pc al hacerlos más rápidos desde el lado del profesor, de igual forma saber los tipos de teléfono y ayudarles a los estudiantes haciendo un problem solving remoto.

My experiences so far as a teacher in a developing nation is that, only a few of the students have access to online platforms. Communication gadgets are quite expensive. Only a few can afford it. Even the teachers cannot afford android/smartphone, tablet or laptop. The few with the communication gadgets are struggling with network connectivity. Some villages have no network coverage at all. Owning a phone or laptop in these areas will just be for mere decoration. Online classes or collaboration in such areas is impossible. The teacher needs to confirm if the students can afford communication gadgets as well as access online platforms before grouping them. This will ensure that no student is left behind in the learning process.

Giving some appreciation for strengths I see in them, and also providing honest and encouraging feedback on areas for improvement should definitely help. Also allowing them to journal so they can process their own performance is helpful!

El primer paso, según mi experiencia, es dar unas instrucciones claras de los objetivos y procedimientos de la actividad o proyecto junto con la fecha de entrega. Los alumnos más jóvenes necesitarán una información más pautada sobre los aspectos que deben desarrollar y los pasos a seguir. A menudo les facilito fuentes y recursos que pueden consultar. Lo siguiente es interesarse por saber en qué punto se encuentran y si han tenido dificultades. Esto suelo hacerlo un par de veces a lo largo del plazo que les he dado. Por último, algunos días antes de la entrega de tareas, les recuerdo que deben ir concluyéndolas. Ellos lo agradecen☺️

Para supervisar de manera correcta el progreso de nuestro alumnado, es imprescindible tener las herramientas adecuadas. Un único examen llevado a cabo de manera trimestral solo nos dará tres materiales a lo largo del curso para evaluar el progreso pero si también prestamos atención a la participación en el aula o realizamos trabajos adicionales a los exámenes tendremos un rango mucho mayor para poder analizar de forma correcta ese posible progreso.

Algo que me encantaba usar era el rating stars challenge, donde les decía a los estudiantes que podían hacer un ranking de 3 cosas, que tanto ha participado en clase, que tanto han participado como clase, que tal la conexión. Eso me ayudaba mucho, además les pedía que me llenaran una survey para saber que areas podría mejorar en las clases, y me hacía monitoreos con mis clases para mejorar por y para ellos.

Observation, monitoring, evaluation and motivation should be the focal point for every teacher. No matter how good your set goals are, if you don't check your students' progress, the outcome will not be favorable. Feedback should be given in such a way that it ginger higher performance in the future not to demoralised or reduce future performance. Motivation through the recognition of achievement should not be the same all the time. You can use words of encouragement at one time. At some other times, you can reward your students with gifts or bonuses.

Well to be honest it's always tricky to keep students engaged and interested throughout an online class but there are little things that can help you from the ground up: First, set the base with the students from day one on what you expect them to do and how to do so, and ask what they would like you to do and enjoy doing throughout the term. Second, keep the TTT at the bare minimum and go for interesting AVAs, games, or forums; keep the class exciting with some surprises from time to time. Third, give them every chance to discuss things as a group, to help those who get anxious when talking in class, or as a class to feel that they are a part of the class and not just spectators.

Acredito que cada vez é necessário estar sempre se mantendo atualizado. Com isso, buscar lembrar o que o trouxe até ali, tentar buscar e valorizar os mesmos e suas dificuldades.

Yes, letting them have a journal to reflect on their experiences in class definitely helps them process things better - with honesty and a determination to improve.

Make changes to the suggestions above. It also depends on the audience and the discussion. There is a correlation between the topic of conversation and collaboration. Some topics are more engaging than others.

The fact is that it's not so easy to keep students engaged in online class. But we can grab their attention by calling out their name for appreciation, using them as an example or assigning them an important role. This may help to keep them attentive and involved

If online students are not collaborating, the strategies listed here are good to consider. But that assumes that the (forced) collaboration itself is valid. Sometimes we push collaboration when it should not be mandated. It frustrates students, demoralizes them, and makes them wonder why they are deficient. Instead, we might not have designed the activity well. Worse yet, we might have made a good individual project into a terrible team activity. If the outcome is made better with collaboration, review the steps above. But first determine if the activity design is the issue.

Active learning is a vital component of an online teaching environment. It can be frustrating to be in a Zoom meeting and have to sit passively listening to someone talk on end. Using various active learning strategies will give students something to do and make coming to class worthwhile.

When students participate in class, they tend to have a better time learning. Having fun makes them want to talk more with their friends, which helps them share what they've learned. Student engagement is super important and has lots of good effects on learning!

It's important to acknowledge that, while screens can offer students a discreet escape route during classes, they also present us with a unique opportunity to engage them in innovative ways. An effective strategy is to set up group challenges where each member plays a specific role, thus ensuring the continuity of the activity. Integrating academic content into competitive dynamics between groups can be a significant motivator, greatly increasing student interest and participation. My personal recommendation is to always have an educational game ready for those moments when we sense our students are disengaging. This approach not only reignites their enthusiasm but also reinforces learning in a fun and effective manner.