Blending Facebook discussions into seminars for practicing argumentation

Puhl, Thomas; Tsovaltzi, Dimitra; Weinberger, Armin

doi:10.1016/j.chb.2015.04.006

Cited by 20 publications

(12 citation statements)

References 43 publications

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“…From the 59 studies, we identified 22 studies providing a form of subjective feedback to the virtual teams (and their respective members). Studies drawing on subjective sources typically used visualizations, such as bar graphs (e.g., Geister et al, 2006; Hong et al, 2018), line graphs (Phielix et al, 2011; Schoor et al, 2014; see Figure 3a), or scatter plots (e.g., Buder & Bodemer, 2008; Puhl et al, 2015). Some studies drew on verbal feedback directly from other team members or the instructor (e.g, Marler & Marett, 2013; Xu & Du, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…Overall, most of these studies reported (partially) positive effects (positive: k = 7, ++; partially positive: k = 8+). Regarding positive effects, the reviewed studies showed that subjective feedback was positively associated with reflection (Konradt et al, 2015), minority influence (Buder & Bodemer, 2008), participation (Puhl et al, 2015), coordination (McLarnon et al, 2019), and performance (Geister et al, 2006). Some studies showed interaction effects between subjective feedback and levels of virtuality.…”

Section: Feedback Sourcementioning

confidence: 99%

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Unpacking the Role of Feedback in Virtual Team Effectiveness

Handke

Klonek

O’Neill

et al. 2021

Small Group Research

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Feedback is a cornerstone of human development. Not surprisingly, it plays a vital role in team development. However, the literature examining the specific role of feedback in virtual team effectiveness remains scattered. To improve our understanding of feedback in virtual teams, we identified 59 studies that examine how different feedback characteristics (content, source, and level) impact virtual team effectiveness. Our findings suggest that virtual teams benefit particularly from feedback that (a) combines performance-related information with information on team processes and/or psychological states, (b) stems from an objective source, and (c) targets the team as a whole. By integrating the existing knowledge, we point researchers in the direction of the most pressing research needs, as well as the practices that are most likely to pay off when designing feedback interventions in virtual teams.

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Section: Resultsmentioning

confidence: 99%

Section: Feedback Sourcementioning

confidence: 99%

Unpacking the Role of Feedback in Virtual Team Effectiveness

Handke

Klonek

O’Neill

et al. 2021

Small Group Research

View full text Add to dashboard Cite

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“…Similarly, providing visual feedback to groups on their patterns of participation and turn taking significantly improved intra-team cooperation only under conditions of high (vs. low) team virtuality (Kim, McFee, Olguin, Waber, & Pentland, 2012). Moreover, team feedback in virtual student teams has also been shown to enhance team learning (Peñarroja, Orengo, Zornoza, Sánchez, & Ripoll, 2015; Puhl, Tzovaltzi, & Weinberger, 2015). The reflection processes triggered through feedback is assumed to increase team members’ awareness that a task requires to exchange and integrate information (Edmondson, 1999).…”

Section: Resultsmentioning

confidence: 99%

Interactive Effects of Team Virtuality and Work Design on Team Functioning

Handke

Klonek

Parker

et al. 2019

Small Group Research

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This review study aimed to investigate how team work design shapes the impact of team virtuality on team functioning. Based on 48 studies, we identified key work design variables that influence both team functioning, that is, team performance and intermediary outcomes (i.e., team processes and emergent states), under conditions of high virtuality (or in interaction with virtuality). First, while outcome interdependence showed positive effects on the functioning of virtual teams, particularly via motivational increases, task interdependence showed mixed results. Second, high levels of knowledge characteristics (e.g., task complexity) appear to worsen team functioning within virtual contexts, likely because these characteristics add to the demands of an already demanding context. Third, job resources (e.g., feedback) showed positive associations with team functioning, suggesting these variables might buffer the high demands of virtual work. Given these results, more investigations that explicitly examine the interaction between work design and team virtuality are needed.

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“…However, the majority of existing research has focused on adult, higher education (e.g., Deng & Tavares, 2013;Hew, 2011;Jones, Blackey, Fitzgibbon, & Chew, 2010;Junco & Cotton, 2012;Kirschner & Karpinski, 2010;Manca & Ranieri, 2016;Wang, Woo, Quek, Yang, & Liu, 2012), on researcher-initiated interventions (e.g., Puhl, Tsovaltzi, & Weinberger, 2015;Wang et al, 2012), or on the potential of such tools (e.g., DeGroot, Young, & VanSlette, 2015;Labus, Despotović-Zrakić, Radenković, Bogdanović, & Radenković, 2015;Roblyer, McDaniel, Webb, Herman & Witty, 2010;Teclehaimanot & Hickman, 2011). Few studies have investigated the actual, spontaneous use and uptake of these tools by teachers and students in secondary schools.…”

Section: Teacher-student Social Network Technologies Interactionmentioning

confidence: 99%

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

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Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

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Blending Facebook discussions into seminars for practicing argumentation

Cited by 20 publications

References 43 publications

Unpacking the Role of Feedback in Virtual Team Effectiveness

Unpacking the Role of Feedback in Virtual Team Effectiveness

Interactive Effects of Team Virtuality and Work Design on Team Functioning

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

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