Kari Morgan

Group Projects: Student Perceptions of the Relationship Between Social Tasks and a Sense of Community in Online Group Work

Abstract This study explored the relationship between specific social tasks and student perceptions of a sense of community during online group work. A survey instrument was developed, piloted, and deployed to 125 students in six different online classes. Results revealed few significant relationships between each of the five social tasks examined and student perceptions of a sense of community during online group work; however, students reported that some social tasks were important. Students seemed to focus more on completing a task for a grade than seeing group projects as part of developing community to enhance learning. This might reflect a lack of understanding by the students of the importance of social tasks to successful group project completion.

How do students define their roles and responsibilities in online learning group projects

The goal of this study was to explore the processes of group role formation in online class settings. Qualitative analysis was used to code chat logs and discussion threads in six undergraduate Family and Consumer Sciences online courses that required online group projects. Four themes related to the process of group role formation emerged: testing the waters, apologies as being nice, tag – you’re it, and struggling to find one’s role. Students created roles of leader, wannabe, spoiler, agreeable enabler, coat‐tails, and supportive worker as the group process evolved over the course of the semester. Results lend support for a balance between allowing students to create and experience roles on their own and faculty assignment of roles. Questions are raised related to faculty approaches toward directing and scaffolding the group process.

Are Interpersonal Relationships Necessary for Developing Trust in Online Group Projects

Trust between group members has been suggested as an important part of small group work in online classrooms. Developing interpersonal relationships with group members may promote a sense of trust among them; however, research shows mixed results. The current study explored how students’ perceptions of the importance of interpersonal relationships in online groups affected their perceptions of trust and experiences within the group. Students enrolled in online classes that incorporated a group project were surveyed about their experiences with online group projects. Participants did not find interpersonal relationships as necessary in trust development. However, student gender and type (i.e., distance versus on-campus) were important factors in determining the type of experiences students had within their online groups. Males reported more negative experiences than females, and distance education students desired relationships with group members more than on-campus students.

A Web-Based Fact Sheet Series for Grandparents Raising Grandchildren and the Professionals Who Serve Them

PURPOSE To develop and evaluate a series of web-based fact sheets for grandparents raising grandchildren. The fact sheets focus on child development issues that grandparents may face when raising their grandchildren. DESIGN AND METHODS The fact sheets were developed using research on attachment theory, child development, and the needs of grandparents raising grandchildren. The fact sheets can be viewed online or downloaded for free. Evaluation data for the fact sheets were gathered using an online survey. RESULTS Results of the survey revealed that the fact sheets are used by grandparents and professionals. Respondents reported sharing the fact sheets with others and using them for personal use, in support groups, and as a general agency resource. IMPLICATIONS The fact sheet series is a useful way to reach both grandparents and professionals working with this audience in a variety of settings. Modifications to the fact sheet series are suggested to address additional needs of grandparents raising grandchildren.