Introduction
Following the pandemic, educational institutions all over the globe had to deal with an increase in the difficulties of online learning. In addition to amplifying existing digital concerns, this unexpected entrance also introduced several new challenges for school administration, teachers, guardians, and learners, mostly during online facilitations. However, these challenges can be countered by the educators if they apply effective teaching methods. One of the most effective methods professionals and educators in the medical field can apply the suitable instructional method. This article, therefore, elaborates what the cooperative learning method is and how professionals can use it for class management, especially during online facilitations.
Cooperative learning refers to educational strategies where professors divide their class into smaller groups and have the learners discuss to comprehend academic material (Slavin, 2011). Although structured forms of cooperative learning that are successful are not utilized as frequently as more informal forms, collaborative learning techniques have been widely researched and are considered to significantly boost student performance in most areas of study and grade levels when used under certain well-defined circumstances. Furthermore, there is still much disagreement regarding the theoretical foundation for collaborative learning’s successful outcomes.
Letting students sit in groups is not enough to constitute meaningful cooperative learning. Cooperative learning is most effective when it is planned with precise instructions, assigning student work tasks, and establishing goals and metrics for learning objectives (Luys et al., 2012). The significance of joint effort, teamwork, and communication is seen as a critical component of learning by teachers who employ this approach. With cooperative learning, students can develop the skills necessary to interact more successfully as adults who work in teams.
How cooperative instructional methods are used to manage class during online facilitation
At the start of this cooperative instructional method, the educators must figure out the learning objectives and goals that must be accomplished by the end of the learning process. They should also be aware of any possible challenges that might occur and their possible solutions too. Additionally, they must settle on technologies that offer the most opportunity for study, training, and social interaction with the lowest amount of technical burden.
Once they’ve decided what they intend to teach and how educators can examine the tools at their disposal to find the ones that most support their objectives, not every online course is set up the same way, though. While some offer much planning freedom, others try to imitate a more conventional campus-based learning atmosphere. When selecting online cooperative instructional instruments and approaches, professors must consider these things.
Students do not necessarily need to show up for a class during planning sessions, which is one aspect that distinguishes online degree programs from campus-based ones. Nevertheless, some students still choose live, engaging courses because they are more convenient. Many classroom management issues are associated with earning a degree online. Teaching to professionals, however, maybe a piece of cake if technology and cooperative learning approaches are combined. The following are ways in which education facilitators can employ suitable instructional methods for effective class management during online facilitations.
Many online instructors employ lectures to disseminate knowledge, foster understanding, and pique students’ passions, much as they would in a traditional classroom. In most cases, lecturers can offer live, video lectures, or both ways using learning management systems (LMSes). But it’s important to remember that in classes, students take on a passive position that could negatively affect their motivation to participate in web-based learning. According to CSN and the ION, online lectures are most effective when combined with more engaging teaching methods. These online classes are used on common platforms where students engage and interact with each other using live chats and videos.
Class discussion encourages learning and actively involves virtual students in the learning process, whether it is utilized in combination with lectures or as a stand-alone learning activity. While honing their intellectual and reasoning abilities, students have the chance to pose questions and share their opinions. Considering that not all learners have the courage (or language abilities) to explain themselves openly in a typical class setting, many learners feel more at ease engaging in online conversations than in traditional classroom settings(Tomlinson, 2014). Professors can ask questions and cover course topics through online discussion forums using real-time chatting and videoconferencing capabilities. Learners frequently use discussion boards, Web forums, and social media platforms in these classes to interact with classmates and their teachers.
Online courses are equally as likely as physical ones to use teaching by example. When attempting to explain specific principles and techniques, demonstrations are frequently used. They are one of the cooperative instructional strategies that the virtual learning environment has helped. Online educators commonly upload recorded video demos to the LMS, whether they give them synchronously or asynchronously. To fully understand the subject, students can watch these videos as frequently as necessary, discuss them in groups, and come up with final answers.
Educators can digitally evaluate online students’ practical skills and abilities through simulations. Prominent higher education institutions have been known to use simulations to help online students prepare for fieldwork typically done in person. There are many different areas and fields where these online experiences might be used. Lab simulations are available to online biology students, and management simulations allow students to make choices and see how those decisions affect their results (Motola et al., 2013). Simulations allow students to examine fundamental ideas in a natural-life setting and emphasize essential concepts. Creating simulations used to be time-consuming and laborious, but modern LMS platforms may ease the procedure by letting instructors select from a choice of situations that go along with the course material. Instructors can also look for similar simulations made accessible for free by their developers (De Medio et al., 2020).
Another way of suitable instructional method that educators can employ is Games. Games, just simulations, allow online students to get real-life experience in a user-friendly digital setting. They may also be more enjoyable and less stressful for students than simulations, which can enhance engagement. Online teachers can incorporate friendly rivalry into their classes using games, encouraging students to grasp the abilities and ideas the game is designed to teach (Kiryakova et al., 2014).
Another teaching strategy that educators can use to engage students in active instructional cooperative learning while fostering inquiry, problem-solving, and advanced intellectual skills is the use of case studies. These activities offer another chance for online students to connect with and learn from one another when they are used collaboratively. It can be beneficial for teachers to advise pupils to examine reliable web sources for information. CSN claims that case studies are easy to use and effective in online classes (Rennie et al., 2013). Educators can find case studies created by other online educators by searching libraries and OER websites. PBL (problem-based learning) enables students to actively solve issues while using many of the same abilities as case studies (Savery, 2015). Projects are typically interactive, and groups of online students can use systems for managing and sharing documents like Google Drive. Small-group platforms and conversations can serve as a sounding board for ideas and debate.
Another suitable instructional method that educators can use is encouraging learners to become aware of the resources available in their local communities using the inquiry-based teaching strategy known as guided design (Spronken-Smith, 2012). Open-ended questions are given to learners in driven design. Unlike most online assignments, this method necessitates that students work outside of the classroom. For teaching purposes in group-directed online education activities, guided design is ideal because it promotes group .discussions (Zydney et al., 2012).
Conclusion
Numerous resources are available to help professors manage online class activities using the suitable instructional method. Professors can review pertinent papers, trends, and case studies by consulting online journals like the Online Learning Journal. They can also consult with seasoned online teaching professionals on campus or through online forums. At the same time, this could be a tremendous assistance to instructors across their online tutoring careers. Technical support facilities, other departments specializing in online instructional cooperative learning design, formal university training programs, and online instructors themselves are among the resources available to online educators. Collaborative learning can improve teaching, make learning more pleasant for learners, and boost online personal and group learning projects.
References
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Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education. Proceedings of 9th International Balkan Education and Science Conference.
Motola, I., Devine, L. A., Chung, H. S., Sullivan, J. E., & Issenberg, S. B. (2013). Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Medical teacher, 35(10), e1511-e1530.
Rennie, F., & Morrison, T. (2013). E-learning and social networking handbook: Resources for higher education. Routledge.
Ruys, I., Keer, H. V., & Aelterman, A. (2012). Examining pre-service teacher competence in lesson planning pertaining to collaborative learning. Journal of Curriculum Studies, 44(3), 349-379.
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Slavin, R. E. (2011). Instruction based on cooperative learning. Handbook of research on learning and instruction, 358-374.
Spronken-Smith, R. (2012). Experiencing the process of knowledge creation: The nature and use of inquiry-based learning in higher education. In International Colloquium on Practices for Academic Inquiry. University of Otago (pp. 1-17).
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Acid.
Zydney, J. M., deNoyelles, A., & Seo, K. K. J. (2012). Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions. Computers & Education, 58(1), 77-87.
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