Virtual Learning and Flipgrid

 Virtual Learning 

In the article, “Students’ Perspectives on Team Dynamics in Project-Based Virtual Learning” by Melinda Dinka, Anca Lustrea, Mariana Crasovan, Atalia Onitiu, and Trond Berge, the effects of online schooling during the Covid-19 Pandemic and student responses are discussed. The authors seek to “identify, from a student centered perspective, solutions for a teaching approach in the virtual environment to increase student involvement and stimulate active relevant learning” (Dinca, M. et Al. 2023). The article notes that 1,542,412,000 learners worldwide were affected by school closures and online learning, and through a review of the literature and analysis of student perspectives, the authors concluded that Project-Based Virtual Learning (PBVL) as a suitable method of teaching to increase student involvement and engagement. Additionally, the authors provide the reader with information on “virtual team dynamics” and how they benefit students. A virtual team is exactly what it sounds like— it’s a group of people working together through virtual means like Zoom, Microsoft Teams, or Skype to complete a task or assignment. Team dynamics reflect the team itself, how it evolves, develops, and changes. Ultimately, the idea of bringing people together in spite of geographic barriers or a global pandemic is advantageous, despite the problems it may have. The article states, “ virtual teams can ensure high levels of cohesion, involvement, responsibility, and reduction of inequalities among them… the literature also shows that virtual teams must overcome certain difficulties, such as the lack of physical interaction, trust, social interactions, synergies involved in face-to-face collaborations and predictability (Dinca, M. et Al, 2023). 

In looking at the study conducted by the authors, four main themes emerge in student reflections 

regarding virtual teams. These themes are collaboration, communication, trust, and learning. The authors also note that the circumstances in which the study was conducted adds another variable to the study, as there was no choice but to conduct the study socially distanced and entirely online. When delivered in this way, the study showed that PBVL promotes the development of collaboration and communication (Dinca et al. 2023). The study also showed that students found PBVL to be a way to develop lifelong learning skills, and that they felt skills such as proactivity, critical thinking, and team spirit improved. Ultimately the article concluded that “virtual interaction in PBVL accelerated and intensified collaboration and communication processes, is it offers additional time and alternative means of interaction and documentation” (Dinca et al, 2023). Lastly, the authors state that PBVL can be used in all learning contexts— online, blended with the benefits shown above, but also in face-to-face study groups, we are classroom interaction is directly [sic] and students can collaborate and meet, synchronously or asynchronously, in independent working hours in an online manner” (Dinca et al. 2023). Despite the hardships that came with Covid, and the aftermath we are still processing,  this article gives hope that some advancements in education did come out of the pandemic, and can be utilized to the benefit of students in the future.

Source: Dincă, M., Luştrea, A., Craşovan, M., Oniţiu, A., & Berge, T. (2023). Students’ Perspectives on Team Dynamics in Project-Based Virtual Learning. SAGE Open, 13(1), 1–16. https://doi.org/10.1177/21582440221147269

Weekly Technology 

Flip App

            In many of my high school and college classes, my teachers and educators have used FlipGrid as a method of communication and check in. The app, now called Flip, requires students to record a short video of themselves answering a prompt, and works kind of like a video discussion board. From an educator standpoint, I think Flip is a great way to check in with my students, and is a wonderful opportunity for students who dislike writing to express their ideas. I am considering using it in my own classroom. However, from a student’s standpoint, if I decide to utilize Flip as a  classroom resource, I will be offering a written option as well. Looking back at my high school classes, I was quite the perfectionist, and struggled with Flip assignments because I couldn’t get them “just right”. They’d often take me an hour or more to record something after many, many takes, and by that point it was so frustrating that I did not care about what I was learning, just the end result. There are times when I still feel this way, although it doesn’t take me nearly as long to complete the assignment. I never want my students to feel like this, so I think it is about balance. Technology of any kind can be a great resource, but only if we take the time to properly implement it and offer other methods of learning.