By David Wahl
David Wahl is a retired fire chief and part-time Special Projects Manager for Los Medanos College located in Pittsburg, CA. He is pursuing a Master of Science in Education, Option in Online Teaching and Learning from California State University, East Bay and offers the following for OTL instructors focused on strengthening online learning communities.
Introduction
It would be difficult to overemphasize the importance of building collaborative relationships in the world of online teaching and learning (OTL). Students tend to have a completely different set of challenges when learning online than in the traditional face-to-face setting. The inability to communicate with classmates face-to-face can give some students a feeling of isolation and have a negative impact on learning (Crooks, Dixon, Henry, 2006).
Though OTL instructors have many tools at their disposal to build and maintain cohesive online groups the use of icebreakers, typically at the beginning of a class, can be the most powerful. Conversely, a poorly constructed icebreaker or one that is poorly executed by students, perhaps due to a lack of understanding, can cause a major setback to building an effective online community.
Choosing an Effective Icebreaker Type
When considering each of the three primary types of icebreakers, (a) introduction, (b) group building and (c) energizer, instructors must give thoughtful consideration to which one of the three would be most effective in accomplishing the purpose of the exercise (Boatman, 1991). Although many of the more popular icebreakers in use today such as Two Truths and a Lie, Something About Me That Will Surprise You, can easily accomplish more than one of the instructor’s goals, there should always be a primary thought behind the type chosen.
Introductory icebreakers allow students to share as much or as little about themselves as they feel comfortable with. This non-threatening exercise will benefit the class as long as the student is willing to open up and provide a well-rounded summary of themselves to their new class. However, without clear instruction students may hold back and leave information out that would be valuable to others.
A common twist on the introductory icebreaker is to have students pair up and interview each other then provide an introduction to the rest of the class. In this way group building is built into the exercise as the pair will likely form a close relationship with each other through the remainder of the class. Caution should still be exercised when students are not given clear instruction regarding questions. The exercise can resemble an energizer instead of an introduction when light-hearted or “off the wall” interviews fail to provide the class with basic information such as educational goals or type of employment.
Group Building or team building icebreakers can be challenging when applied to a class of 20 or more students. The instructor’s goal will be to create an online community by involving all students in one assignment. A common and effective exercise is to ask the class to develop a list of best practices that will guide their participation throughout the term. This additionally becomes an opportunity to use the technology of the course management system (CMS) being used for the class by asking students to use the CMS wiki.
A more elaborate twist is to then ask the students to prioritize the list. The list can be established fairly easily in the first week of class and revisited at mid-term. With prioritization taking place in weeks 6 – 10 for a typical quarter-length term student interaction peaks as negotiations occur. Students may witness the emergence of leadership by certain classmates as the final positioning of entries takes place.
Energizers are valuable tools for the online instructor and though not as commonly used as other types of facilitation exercises, they serve to clear the minds of students when transitioning between one unit and another (Boatman, 1991, Varvel, 2002). An energizer used in online teaching and learning would be of very short duration and might even be described as playful. Here an instructor begins a unit with an unrelated discussion question or brief assignment. The value to the class is that they are lifted away from the stress of the class and given the opportunity to let their collective hair down with the instructor’s permission.
Energizers are particularly valuable when learners are already familiar with one another making the Introductory style icebreaker redundant. An example might be to ask each student to post a funny video clip, joke or humorous story (rated “G” of course). Students are allowed to take a breather and remember that laughter is welcome in the classroom when offered in correct doses.
Putting Them All Together
So if introductory, group building and energizers are all effective tools to build an online community why not put all three together? This is no different than having students with different learning styles as one could argue that different students connect differently as well. Blending components of each of the three exercises in a simple but comprehensive manner may be the perfect beginning point for the asynchronous online learning environment.
Crooks, Dixon and Henry (2006) describe an exercise known as Going the Distance that does just that. Their research focuses on the theory of transactional distance, a term coined by Moore (1993) where the physical distance of OTL can be diminished in the mind of the student and thereby improve collaborative relationships between students. The perfect icebreaker would do that and more as it would serve to (a) introduce students to one another, (b) contribute to a finished product that would retain value through the entire term and (c) allow students to show their non-academic side and share at least one of their work-life balance outlets.
The “One-Page”
Students begin by posting a photograph of themselves (or other visual representation such as a drawing or cartoon caricature) to give students a visual connection. Just as the video conference is the highest form of connection when face-to-face is not practical the addition of a photo will add a slide to the carousel of classmates.
Next, using between 200 and 250 words (three short paragraphs) students would offer a thumbnail of who they are and why they are enrolled in the class or program. The instructor would offer 6 to 10 standard questions to be answered and the student would be encouraged to add a few of their own. Here the benefits of an introduction are combined with future group work as areas of common interest are unveiled. Additionally, students striving for opportunities to work in multi-cultural groups come away with a strong understanding of classmates’ ethnic backgrounds and cultural experiences.
Students are also asked to paste a link to a Google Map, or other source using their hometown or zip code. Students may then be asked to initiate a discussion with the three classmates furthest from their own homes. This exercise addresses the concepts in Moore’s (1993) theory on transactional distance by lessening the concept of distance between the students.
One of the key components to the One-Page exercise is finding connection between students that will later serve to strengthen relationships so vital to working together successfully in groups (Illinois Online Network, 2007). Students are now asked to provide a link to a website, preferably non-academic, that will showcase interests, hobbies or aspirations. It may be a personal webpage, blog or website of an organization they are actively involved with.
Lastly, the always enlightening You Tube video. This part of the exercise speaks to the value of the Energizer in getting students excited about their new class. Students are asked to select a video that will convey a message about their life or lifestyle that will be memorable for their classmates. Here again the strengthening of bonds between students who find similarities between themselves and others lends itself to increased cohesiveness for future group work.
Conclusion
The benefits of well constructed and executed icebreakers are many. Students are introduced to each other in a non-threatening environment and are encouraged to seek each other out through multiple avenues. Connections are made that are vital to working in smaller groups where finding common interests and skills will improve student performance and engagement. Students are allowed to open themselves up and get excited about the weeks and months ahead. They are encouraged to express themselves creatively and to allow others to do the same.
The value of a successful icebreaker cannot be overemphasized for the online instructor seeking to facilitate an excited and engaged class using constructivism as a basis for instruction. The more students are comfortable, familiar and at ease with each other the more likely they will be to embrace and engage in learner-learner activities. This is truly a sign of a successful OTL experience.
Resources
Boatman, S. A. (1991). Icebreakers and group builders for the classroom. Paper presented at the Annual Meeting of the Central States Communication Association, Chicago, IL. (ERIC document reproduction Service No. ED335728)
Crooks, J., Dixon, J., & Henry, K., (2006) Breaking the ice: Supporting collaboration and the development of community online. Canadian Journal of Learning and Technology. Retrieved July 26, 2009 from http://www.cjlt.ca/index.php/cjlt/article/view/51/48
Illinois Online Network, (2007). Instructional strategies for online courses. Retrieved July 26, 2009, from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructional strategies.asp
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education, New York: Routledge.
Varvel, V. E. Jr., (January/February 2002) Icebreakers. Illinois Online Network. Retrieved July 26, 2009 from http://www.ion.uillinois.edu/resources/pointersclickers/2002_01/index.asp