Challenge Five: Communication and Collaboration

What is it? 

The Communication and Collaboration competency encompasses the incorporation of digital tools to ensure that the learning spaces we curate offer opportunities for students to share information with each other, and in turn build a collaborative learning community. When students lack opportunities for meaningful interaction, motivation and persistence decrease. Conversely, well-designed collaborative experiences can increase engagement and retention.

It might be helpful to consider the following 3-part framework when thinking about pedagogy in online (and in person) learning spaces: equity mindedness, cultural affirmation, and social engagement. Click the hotspots in the H5P below to learn more.

This content was retrieved from Removing Barriers to Online Learning Through a Teaching and Learning Lens by Able Research Consultants.

Why is it important?

Effective communication and collaboration strategies and tools help address social engagement barriers by reducing isolation in online learning environments. This may include offering multiple ways for students to participate and express themselves and facilitating the co-creation of knowledge through peer learning. In turn, this helps to build a sense of community, develop transferable digital communication skills, and support diverse learning needs. Additionally, modelling effective digital citizenship helps prepare students for professional contexts.

Learn it: Recognizing barriers and strategies

It’s important to recognize that in online learning spaces, students may experience some of the following barriers to social engagement.

• Barrier 1: Many learners report increased sense of isolation in online environments.
• Barrier 2: Asynchronous activities can feel like forced or artificial communication.
• Barrier 3: Mature online learners are likely motivated by credentials and, with competing responsibilities, may be less likely to develop relationships in online classes.
• Barrier 4: Student concerns about being polite or saving face can lead to downplaying expertise, and as such can impact learning aims.
• Barrier 5: Cultural tendencies such as individualism can negatively impact interaction and collaboration.

Explore the following strategies that can be useful for helping students overcome social engagement barriers.

Learn it: Netiquette

As educators, you might be familiar with the concept of co-creating a “code of conduct” with students when starting a class discussion. Did you know there is also a common code of conduct or proper etiquette when it comes to online conversations? It’s called “netiquette.” 

Essentially the same rules apply whether we’re face-to-face or online: if we want to create a safe and inclusive learning environment, we must follow proper etiquette when communicating and collaborating with one another.

Check your current understanding of the two main areas in this competency: communication (i.e., netiquette) and collaboration (i.e., why and how we adapt tools and strategies to collaborate) in this short digital skills quiz, adapted from eCampus Ontario’s Digital Skills Quiz for Students:

Practice it: Drafting expectations

Take a moment and reflect – do you currently communicate your expectations related to classroom communication and collaboration amongst students? Without this, group work can become a frustrating experience for students without clear guidance. Take this opportunity to formally draft some netiquette guidelines to ensure students are effectively communicating and collaborating in your classroom:

1. Explore existing netiquette resources. To get started, here are a few examples you might explore:
   • University of British Columbia
   • Arizona State University 
   • Algonquin College
   • The Core Rules of Netiquette by Virginia Shea
   • Helen DeWaard’s “Rules of Netiquette” image
2. Draft the key netiquette expectations for your classroom – it can be for all communication and collaboration activities in your course or related to specific activities.
3. Consider how you will involve students in the creation of these guidelines. Will you initially draft them and then co-refine them with students? Will you fully co-design them with students? Involving students in this process will enhance motivation and buy-in.
4. Consider how you will share and explain these netiquette expectations – In your course syllabus? In your Moodle course? Within assignment instructions?

How could this competency be applied in the classroom?

Ideas for next steps

• Explore some of the technologies at TRU that can be used in creative ways to help address some of the social engagement barriers discussed in this challenge. Perhaps you introduce the H5P creator role in your classroom where students collaboratively create H5Ps and share them with their peers?
• Have some fun in a safe, collaborative space with your students and/or colleagues. Perhaps at your next in-person meeting, you could incorporate interactive digital tools like Slido? Or, you could try experimenting with website design using WordPress to explore its capabilities and limitations for future classroom projects?
• Start small, gather feedback, and iterate. The goal is not to use technology for its own sake but to create meaningful connections that enhance learning.
• Did you find a digital tool you want to use in your classroom? Connect with Learning Technology & Innovation team to see if it (or something similar) already exists at TRU. Always ensure that the digital tool complies with institutional accessibility and privacy policies.
• Consult with the Centre for Excellence in Learning and Teaching and the Learning Technology & Innovation team to discuss technologies and strategies for enhancing communication and collaboration in the classroom.

Share what you learned!

In the comments below, share your key takeaway from this challenge (i.e. one new thing you learned, something that resonated with you, how the challenge “practice it” activity went for you, etc.)