1. Using Google Docs to promote online
collaboration and active engagement in a
blended learning course
Freda Daniels

2. The Lifelong Learning and National Qualifications Frameworks course is structured
to be interactive, collaborative and participatory. While participants engage with
the readings, it is a challenge to get them to engage with one another.
This case study explored the effectiveness of using Google Docs as an online
collaboration tool for the co-construction of knowledge by a group of working
students participating in an online component of a blended learning course.
Framing of the case study

3. Context:
➢ Lifelong Learning and National Qualification Frameworks: Leaders
for Learning - a blended learning course
➢ NQF level 8; 60 credits; 8 months in duration
➢ Three modules, each 10 weeks in duration
➢ Co-facilitated by UWC and South African Qualifications Authority
➢ Two residential weeks at start and middle of course
➢ Proceeds with 4 months online engagement
➢ 10% of total mark is allocated for participation
Background

4. ➢Small group of ten registered students
➢Three from Botswana and seven from Gauteng
➢All participants work in the NQF terrain
➢Have own laptops, access to internet either at
work or at work and home
➢Eight participated in pilot study on Google Docs.
The participants

5. ➢ Use Learning Management System (Moodle)
➢ Asynchronous tools - discussion and plenary
forums for facilitation of content
➢ Each module co-facilitated by 2 colleagues
➢ Each week introduces a new activity or topic
accompanied by weekly readings and a task
based on each reading.
Established practice (1/2)

6. ➢The pedagogical style of the course is consistent with
recognised adult learning practices
➢Course is structured as interactive and participatory
➢Problem-based approach to unpack key theoretical and
strategic issues
➢(1) Participants engage with article for the week,
summarise key arguments and post on the discussion forum
➢(2) Task which consists of a series of questions which
connects the article to their workplace context
➢Each module culminates in a written assignment.
Established practice (2/2)

7. ➢ Struggle to get participants to interact with one another
through guided reading, writing and discussion –
➢ The Learning Management System is rather static – does
not allow for simultaneous interactive online engagement
➢ Students upload long paraphrased summaries
➢ Students do not always respond to each other’s
contributions or comments
➢ Summaries no reflection of understanding of core concepts
➢ Form a Community of Practice in theory but not in practice
The challenge (1/2)

8. ➢ Students might be intimidated by responses;
they are on very different conceptual levels
➢ Might lurk in the background, perhaps not enough
confidence to engage
➢ Might depend on regular respondents to comment,
elaborate or assume responsibility
➢ Often feels like they expect the facilitator to lecture
or take control of the discussions.
The challenge (2/2)

9. Intended outcome(s)

10. Students should be able to:
➢ develop the confidence to participate more actively
and engage collaboratively on activities
➢ take responsibility for the meaningful co-construction
of knowledge
➢ recognise their power to take co-ownership and
responsibility for their learning
➢ develop more critical dispositions to learning
Intended outcome(s)

11. Google Docs as alternative to the LMS:
➢ Encourages greater participation, engagement and collaborative
construction of knowledge between students
Impact / Affordances

12. Google Docs enhance the learning process due to its:
➢ Read-ability, write-ability and edit-ability of texts/responses
➢ Access-control ability restricts control
➢ Encourages share –ability
➢ Focus (ability) enables students to emphasise challenging aspects
➢ Highlight (ability) of areas where they need elaboration or
support
➢ Simplicity of the technology makes it easier to navigate and its
accessibility allows students to respond in real time
Impact / Affordances

13. ➢ Students registered for a Gmail Account
➢ Introduction to Google Docs with help from a google drive
instruction sheet
➢ Introduction of fun activity using the new technology
➢ Activity instantly stimulated participants to engage
➢ Ease of the technology encouraged them to share stories freely
➢ Immediate (real time) or within the same day responses to
comments
Description of intervention

14. ➢ Second week: academic activity - students engaged with article
uploaded on Google Docs
➢ Students created questions based on the article and added
questions alongside the article in the comment boxes
➢ Students responded to each other’s questions/comments
➢ A new lively collaborative engagement developed
➢ Instead of summaries, co-construction of knowledge happening
students applied new concepts to their real-world contexts
➢ Power relations shifted from facilitator to students taking co-
ownership and responsibility for their learning
Description of intervention

15. ➢ Select appropriate technological tools that match specific
learning task
➢ Introduce technology playfully until students develop
confidence to engage collaboratively
➢ Learning is fundamentally a socially mediated process –
encourage them to participate, engage and collaborate
➢ Structure activities which allow for reading, writing,
questioning, commenting and editing simultaneously
➢ Guard against judgmental feedback & criticism
Key points for effective
practice (1/2)

16. Potential challenges:
➢ Ensure all students are connected to Google Docs
➢ Negative experiences dampen spirit to experiment, or
discourage them from trying to use Google Docs in
future
➢ Capability to convert PDF articles to Google Docs
Key points for effective
practice (2/2)

17. ➢ Introduce students to the steps for accessing Google
Docs - develop an instruction sheet which guides them
through steps
➢ Create a safe online space so participants feel free to
explore, engage, collaborate and practice their skills
➢ Start with fun activity to excite them to participate
and respond to each other’s comments.
➢ Select appropriate emerging technologies and
pedagogies that best match the learning task
Recommendations (1/2)

18. ➢ Design authentic activities that connect the learning
to students’ life experiences and work contexts
➢ Encourage students to comment, question, challenge
➢ Monitor their posts to gauge quality of participation
➢ Monitor understanding of concepts and know when to
intervene, elaborate, question or challenge them
➢ Discuss experiences with other colleagues (both
positive & negative)
➢ Encourage colleagues to experiment with different
technologies
Recommendations (2/2)

19. ➢ Google Docs is an effective online tool for facilitating
participatory and collaborative learning for working students
➢ Allows for co-construction of knowledge, encourages active
engagement without restrictions of time and space.
➢ The right pedagogical strategy to mediate participation,
engagement and collaboration can be insightful and liberating
➢ Google Docs has potential to develop cognitive, social and
collaborative learning capabilities
➢ Potential development of more critical dispositions to learning
➢ Potential to transform our teaching & learning practices
➢ Collaboration is a core graduate attribute to function in the
global economy
Conclusions

20. Google Docs adds more interest and variety to forms of learning
Shows great promise as a learning tool
Students form a Community of Practice across time and space
Conclusion

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Chu, S and Kennedy, D. (2011) Using online collaborative tools for groups
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References (1/2)

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