Running head: COMMUNICATION AND COLLABORATION 1

Communication and Collaboration in Distance Education Settings

M. Kate York
Texas Tech University


















COMMUNICATION AND COLLABORATION 2

Communication and Collaboration in Distance Education Settings
Multiple forms of digital/electronic communication tools are available to better assist the
collaborative process in distance education environments. For this particular piece, my distance
education partner, Todd, and I chose to sample two asynchronous communication tools.
Asynchronous communication, as applied to distance education, means that instruction is
offered and students access it at different times, or at anytime it is convenient for them
(Simonson, Smaldino, Albright, & Zvacek, 2012, p. 34). This definition can also be applied to
student-student and student-instructor collaboration with regard to distance education. The
following two tools, Google Docs and video blogging (via YouTube), are discussed below in
context of asynchronous communication.
Asynchronous Communication and Collaboration Tools
Google Docs
Google Docs (http://docs.google.com) is a tool intended for document collaboration. It can
be used by multiple individuals through the share feature, where the author invites others to be
able to either view the document or edit the document.
A main benefit is that users can edit the same document in any time and space without
having to send it back and forth, since it is a web-based program. Google Docs can be used for
both synchronous and asynchronous collaboration. Asynchronously, individuals collaborate on
their own time; synchronously, individuals edit/review the document in real time with others.
Additionally, it does not have to be used by people who are physically separated. Users in the
same room can use it, as well as those separated by distance. Users are identified by either their
profile or through anonymous symbols, and their edits to the document are tracked by
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individual, allowing for all users to see who made the edits. Users can also make comments
using the comments tool.
Commenting features allow for users to engage with the document and collaboration in
more depth than more traditional document sharing would. The fact that multiple users can edit
the same document, even at the same time- if desirable, without having to shuttle the document
back and forth saves time and facilitates more productive collaboration. It allows for easier
collaboration for students and teachers, especially on projects or lessons that require meeting
or working outside of the face-to-face instructional setting.
While an easy to use collaborative tool, limitations do exist. Document formatting and
transfer from a Google Doc into a Word document, or vice versa, are not always clean.
Additionally, there is no actual voice conversation that can be had; so other than edits, if a user
wants to provide side commentary with regard to the document, it all has to be typed out either in
the document itself or using the comments function.
Educationally, I have personal experience with using Google Docs and know multiple
teachers who use this for group collaboration projects, even at the elementary level. Personally,
think it depends on the level of the students and the amount of oversight needed to make sure
collaboration is appropriate. The share option, so that only those invited to join the
collaboration (edit the document) are allowed access, helps facilitate this. I have seen younger
students use this very effectively, and at the same time have seen adult learners not use it
effectively, and vice versa. Some of this is dependent upon the parameters and expectations of
the course/instructor, as well as the training and impetus to collaborate on the side of the learner.
Video Blogging
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A video blog is an asynchronous communication tool that allows the presenter to use
video based communication and post it to the Internet for others to view. It can be posted in a
manner that is open to the public or limited only to targeted audiences. In general, it is a video
recording on a topic. Depending on the host site and the direction of the person that developed
the video and posted, the viewer may or may not be able to comment a response.
There are several advantages to video blogging, given that the video can be shot with a
typical smart phone, tablet, or computer and posted to a YouTube (www.youtube.com) or Vimeo
(https://vimeo.com) (or similar) account. Video blogging is great for adding personality to a
message as compared to a text only blog. It can convey tone and inflection. Additionally, it is
relatively easy to set up a video blog and it can be somewhat interactive by responding to
comments (although not as interactive as video conferencing).
For educational use, this tool allows the student and teacher to use more personal
communication skills as compared to text based formats. It feels more personal than text-only
formats. It is also helpful to hear how words are pronounced with learning new terms. A teacher
could use this tool to present directions or content to be accessed by students. Students could
also post a video blog and could serve as a formative evaluation tool. Additionally, it can allow
for more productive feedback. For example, a teacher could be grading a paper at home and
record constructive input and post to a student video blog rather than just jotting down a few
words. Students can post progress on a project or ask questions to which a teacher can later
respond. Because it is verbal, the teacher and student are more likely to understand the question
rather than a written format that lacks detail.
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This tool will work with all ages; however, as with Google Docs, depending on the user
and purpose, it may be important to establish security settings and limited access given the wide
audience that could potentially view a video blog.
Personal Use with a Partner
For this assignment, my partner, Todd, and I actually used Google Docs as our
collaboration tool for this project. We were able to collaborate on questions regarding the
usefulness, ease, and applicability of both Google Docs and the video blog via YouTube (see
Figure 1). With the video blog, we were able to comment on each others video as a way of
providing feedback and commentary (see Figure 2).
.
Figure 1. Google Docs











Figure 1. Screen shot of Google Docs collaboration between partners, showing both partners
contribution (red and pink).

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Figure 2. Video Blog via YouTube











Figure 2. Screen shot of a video blog (via YouTube), with commentary provided by both
partners.
As we are both participating in a distance education doctoral program, asynchronous forms of
communication are very applicable to our current needs and course requirements.








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References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a
distance: Foundations of distance education. Boston: Pearson.