Team members' perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study

Tseng, Hung Wei; Yeh, Hsin-Te

doi:10.1016/j.compedu.2012.11.013

Cited by 89 publications

(59 citation statements)

References 18 publications

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“…This may be related to contextual factors such as faculty experience with designing and assessing online collaborative learning, and the reluctance of students to engage in collaborative learning. It echoes Tseng and Yeh's (2013) finding that online instructors need to comprehend students' expectations on learning collaboratively. This finding may indicate the need to develop and offer faculty development programs that demonstrate how collaborative learning and evaluation strategies can be designed to correspond with student abilities and required competencies.…”

Section: Q2 Design Of Online Instructional Interaction In Engineeringmentioning

confidence: 94%

“…Unless students clearly see the value of group work, they are not motivated to put the extra effort to engage in collaborative learning if in the end they are individually assessed. These issues clearly point to a need to change grading practices and policies in higher education institutions to use authentic assessment (Tseng & Yeh, 2013) so that collaborative team work in online environments can be designed appropriately and rewarded.…”

Section: Q2 Design Of Online Instructional Interaction On Businessmentioning

confidence: 99%

“…She suggests that design has a significant impact on the nature of the interaction, and whether students approach learning in a deep and meaningful manner. Tseng and Yeh (2013) conducted a qualitative study to identify important factors that were crucial for building teamwork trust. Implications for online instructors derived from this study suggest that it is important to comprehend students' expectations about learning collaboratively, and also understand that online collaborative learning is a more learner centered approach.…”

Section: Q2 Design Of Online Instructional Interaction On Businessmentioning

confidence: 99%

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IRRODL Volume 15, Number 2

Authors

2014

IRRODL

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Editorial -Volume 15, Issue Number 2 Nn OnlineCourses Rory McGreal Co-Editor, IRRODLThis spring edition of IRRODL begins with several articles describing open educational resources (OER) followed by some financial considerations and a MOOC investigation.These papers will also be included in the OERKnowledgeCloud, which is supported by the UNESCO/Commonwealth of Learning/International Council for Open and Distance Education Chairs in three countries. (I am one of them.) For those readers, who are interested in OER and MOOCs, I would recommend that they visit this repository of more than 600 research articles and reports on issues of relevance to researchers in the field. These are followed by papers on student interaction and support as well as synchronous and asynchronous learning. The later articles investigate blended learning, educational research, and the mobile cloud. MOOCs can be seen as a development emerging from the OER movement. In his blog mining analysis of MOOCs, Chen highlights some of the challenges that need to be addressed to ensure sustainability. In contrast, Marty, focuses on monetizing distance education, with fieldwork analyzing the cultural evolution of a French educational institution from a "public good" mandate to a commercial orientation.The next topic includes the themes of interactivity and student support. Wang et al.provide us with a framework for analyzing interaction within a connectivist paradigm with four levels (operation, wayfinding, sensemaking, and innovation). Barberà et al. This edition is rounded off with two articles. Teräs and Herrington, using an iterative design and rapid prototyping, show how this helps to "refine design principles" for an authentic elearning programme. Wang et al. provide us with a case study of mobile learning using cloud computing in a higher education institution.The notes sections include a critique of MOOCs by V. Dolan followed by a book review by T. Anderson. Mass Customization of Education by an AbstractOne of the claims the OER movement makes is that availability of (open) digital learning materials improves the quality of education. The promise is the ability to offer educational programs that take into account specific demands of the learner. The question is how to reach a situation where a customized demand can be met using OER with acceptable quality against acceptable costs. This situation resembles mass customization as is common in industry for several decades now. Techniques from an industry where an end product is assembled with the demands of the customer as a starting point can be translated to the field of education where courses and learning paths through a curriculum are assembled using a mixture of open and closed learning materials and learning services offered by an institution. Advanced IT support for both the modeling of the learning materials and services and a configurator to be used by a learner are necessary conditions for this approach.

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Section: Q2 Design Of Online Instructional Interaction In Engineeringmentioning

confidence: 94%

Section: Q2 Design Of Online Instructional Interaction On Businessmentioning

confidence: 99%

Section: Q2 Design Of Online Instructional Interaction On Businessmentioning

confidence: 99%

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IRRODL Volume 15, Number 2

Authors

2014

IRRODL

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“…Sometimes participants may not understand a task or think they have a worthwhile contribution to make; they may fear stating incorrect information which will then be open to public scrutiny and possible ridicule (Ardichvili et al, 2003;Ardichvili et al, 2006). Tseng and Yeh (2013), although stressing the importance of peer support and trust also warn against excessive 'blind trust' amongst group members which could lead to 'groupthink' where members tend to agree with each other and self-censor their opinions, rather than rock the boat.…”

Section: Evaluation Of Learning Experiencementioning

confidence: 99%

Supporting eLearners by increasing Digital Literacy Skills in Healthcare Educators

Sherwood¹

2017

Compass

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This paper presents a case study detailing the author's involvement in a teacher training module designed to improve healthcare educators' scope for delivering e-learning elements within their curricula. The best method for enhancing teacher understanding of how students experience learning in the online environment is by first allowing teachers to experience the process themselves from a student perspective. It is proposed that such exposure will allow teachers to gain greater insight into the potential benefits and pitfalls of online delivery and apply the knowledge gained to their own practice. Teachers from a wide range of healthcare specialities engaged in discussion forums and gained practice in new and varied methods of e-learning, discovering how they could be blended with traditional classroom-based delivery to achieve a diverse range of learning outcomes. It was found that the inter-disciplinary representation on the module created a potent mix of experience and viewpoints that greatly contributed to the overall learning environment. The cohort of twelve included adult and children branch nursing (hospital-and community-based), midwifery, allied health and a member of the e-learning support team.

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“…Team cohesion is an important factor for building trust in (online) communities. High levels of trust enhance the spirit of cooperation and information sharing (Tseng and Yeh, 2013). To capture these community aspects, the items: 'within this network, we mean a lot to each other' and 'there is a good atmosphere within this network' were included.…”

Section: Theoretical Framework Of the Nbmentioning

confidence: 99%

Evaluation of the functional status of learning networks based on the dimensions defining communities of practice

Meijs

Prinsen

Laat

2016

IJWBC

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Learning in professional networks is gaining popularity in teachers' professional development. To study how teachers evaluated their networks, we developed a questionnaire called the 'network barometer' to inquire functioning according to three dimensions based on communities of practice theory: domain, community and practice. We studied 21 face-to-face networks. The findings show that the networks were more focussed on topics (domain) and social cohesion (community) than on practical relevance (practice) and suggest that more attention should be paid to collective outcomes and building a shared repertoire of teaching practices. The findings were discussed in light of face-to-face networks as well as online communities.

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Team members' perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study

Cited by 89 publications

References 18 publications

IRRODL Volume 15, Number 2

IRRODL Volume 15, Number 2

Supporting eLearners by increasing Digital Literacy Skills in Healthcare Educators

Evaluation of the functional status of learning networks based on the dimensions defining communities of practice

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