Collaborative Learning - Information Communication Technologies for Human Services Education and Delivery - page 47

preparation for online learning using a dyadic approach. The technology used

for this program was WebCT with the discussion
forum and email being the main features utilized
by students. Students were in small groups of no
more than seven.
Each student was asked to provide a small
vignette of 50 words which could be discussed
in an online environment. It was suggested that
students use an example that a worker or begin-
ning student may bring to a supervision session.
One vignette was discussed every two weeks
with the discussion being lead by the graduate
student who had presented the vignette. Gradu-
ate students were asked not to bring material that
was overly complex as the focus was on learning
about collaborative supervisory skills. All mate-
rial brought to class contained no identifying
information to respect the privacy of clients or
individuals within their example. Students were
then assigned to roles that group members take
in supervision, including coordinator/facilitator,
presenter, integrator of theory and practice, critic,
compromiser, summarizer, and wild card.
On the discussion board, students were
then asked to describe their allocated role, the
characteristics of this role and examples of
questions a person in this role might take. As
students were rotating through various roles,
the role descriptions were made available for the
next students to see. In preparing this material,
students were encouraged to use and make refer-
ence to group work literature. When a student
completed discussing a practice example using
a particular role, they provided their reflection
on this role and added additional comments to
assist the next student allocated that role. In this
way, students reflected on their experience and
developed practice theory about using particu-
lar roles developed. This provided the basis of
formative assessment with the lecturer providing
comments and questions.

The importance of respectful relationships in the
online environment was discussed in the intensive
class prior to beginning the first online session with
a set of agreed conventions developed by consen-
sus. Whilst respectful relationships are always
important in learning, they are more important
when the focus is on supervision. Supervision is
a process where professional competencies and
performance are the focus of discussion. Students
whose professional performance is the subject
of discussions, are sensitive to the supervisory
relationship and the way information is commu-
nicated. Students used the concepts discussed in
face to face classes on the supervisory relation-
ship to build agreed goals and specify desired
and undesirable behaviors. When consensus was
reached, this information was posted.
Students also attended a preliminary face to
face teaching session in a teaching laboratory to
familiarize themselves with WebCT including use
of the bulletin boards, online chats and emails. The
lecturer wanted to ensure that no time was lost
due to trial and error learning creating disruptions
to the group processes. Students used this meet-
ing to make their general online introductions to
each other and establish working relationships.
Although students occupied the same classroom
when completing this task there was little face to
face discussion.

outcomes

There was no formal evaluation of this course
although students did provide comments on their
learning and the process. The lecturer also provided
comments to students throughout the program.
Students were very positive about their learning
experience. As one vignette was discussed every
two weeks, students found they needed to connect
to WebCT and discuss the vignette on a day to day