Collaboration and group work are important teaching and learning strategies but often leave students dissatisfied by the process. In order to increase student satisfaction and learning effectiveness, students should be supported in both the development of collaborative technology tool use and the development of collaborative group work skills. Two models to draw from are Conrad and Donaldson's (2004) Phases of Engagement Model and Gilly Salmon's (2004) 5-Stage Model. Conrad and Donaldson's Phases of Engagement model provides ideas for phasing in levels of student engagement including group work activities. Gilly Salmon provides a 5-Stage Model for student use of technology in an online course and how the instructor can moderate, facilitate, or support student technology use. By combining the concepts of these two models, a process arises wherein scaffolding occurs for both collaborative technology tool use and collaborative group work skill development. The presenter will share the resources, strategies, and research from a full semester online class wherein the students were provided a scaffolded process for collaborative technology tool use and collaborative group work skill development. The course was divided into six units. The scaffolded process included: * A Getting Started with Group Work phase, where students engaged in introduction activities, developed their beginning technology tool kit, and prepared for group work. The beginning collaborative technology tool kit included Skype, Gmail, PBWorks, and Yammer. To prepare for group work, students filled out a class communications and group work survey created in Google Docs/Form. They were provided access to the accompanying spreadsheet to view each others' contact information and day/time availability. They were prompted to use the LMS sign up tool to create their groups. They were provided group work resources and prompted to start with practice communications. * A Practicing Group Work phase during which, students completing and shared with instructor their Group Work Forms completed in Google Docs. * A focused Group Work phase during which, students worked on their Group Projects, submitted group progress reports, and attended online class meetings in Adobe Connect to discuss relevant topics, group work, Q&A, etc. * A Celebrating Group Work phase during which students turned in final products, practiced presenting, and presented their group projects. By attending the presentation, the attendee will: * receive resources and strategies related to scaffolding student technology and collaborative group work skills * learn about student perceptions related to student satisfaction and learning effectiveness * learn about the faculty perceptions related to faculty satisfaction, student satisfaction, and learning effectiveness
