Functions of an online workgroup

The function of an online work group

An online work group can serve different purposes

1. Acquiring, processing and constructing knowledge actively and together

The modern learning theory of social constructivism assumes that people themselves give meaning to their environment and that social processes play a prominent role in this. Knowledge is constructed by each person in his or her own way, in which he or she is strongly influenced by the reactions and opinions in the social environment. According to this theory, knowledge transfer and consuming knowledge is less effective. Students acquire, process and construct knowledge from literature or from a lecture actively and in contact with others.

These are activities that lead to:

• • Clarifying the subject matter and linking it to subject matter from other subjects by asking each other and the lecturer questions about it and searching for answers together,

  • learning to deal with and learn to master concepts, ways of thinking and methods by applying theory, exchange, discussion and reflection,

  • the development of opinions and visions through discussion and reflection.

2. Training skills you need each other for

The contact with fellow students offers the opportunity to practice certain skills. Think of skills such as expressing, presenting, discussing, working together, evaluating and giving feedback.

3. Creating involvement: social presence

According to the self-determination theory, people remain motivated if three basic psychological needs are met: Autonomy, competence development and involvement. In this age of online education in which students do not physically meet each other and the instructor, the latter is given a different interpretation, but should certainly not be forgotten.

Examples of activities aimed at achieving this:

• • Welcoming named students while everyone enters the online meeting.

  • At the start of the online meeting, there are short activities that provide for "check-in", such as asking what you hope to learn most during the course (for example, having students write in chat), asking for an opinion about the lesson material (for example via Mentimeter), and asking for your own experience with the lesson material.

  • Letting students work together in couples or small groups of up to 4 students on activities such as those mentioned under 1 and 2.

  • Prior to the online meeting, submit answers to questions in order to further shape your workgroup and in the workgroup consider some answers and/or an explanation of questions.

  • Give a turn with your name. In the list you can see which students are actually in the meeting.

  • Every participant has to send in a picture of their own workstation and make a slide of it visible at the start of the meeting.

  • Stay online at the end of the meeting for questions from students and for more personal contact.

These functions may well appear next to each other. The third function, the social aspect, is always important. Whether your lecture is more focused on acquiring, processing and constructing knowledge or training skills.

Additional tips

For numerous additional teaching tips to promote social and cognitive presence see the below pages:

• Ten Alternatives for Lecturing

• Group Work in the Classroom: Small group tasks

• Group Work in the Classroom: Types of small groups