The Effect of Process Training on Process and Outcomes in Virtual Groups

Tullar, William L.; Kaiser, Paula R.

doi:10.1177/002194360003700404

Cited by 19 publications

(16 citation statements)

References 14 publications

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“…Additionally, Johnson et al [19] contended that in VLE, the lack of a willingness to participate in teamwork is the most challenging issue that leads to the occurrence of conflicts. Special considerations for effective leadership are required in virtual team collaboration [37,40].…”

Section: The Moderating Effects Of Virtual Leadershipmentioning

confidence: 99%

Virtual Leadership Matters: Capturing its Role in Facilitating Knowledge Sharing in Virtual Learning Environment

Ko¹,

Wei²

2021

Proceedings of the Annual Hawaii International Conference on System Sciences

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Many educational institutions and organizations have attempted to encourage knowledge sharing by implementing virtual learning communities. During the COVID-19 pandemic, how to utilize virtual communication technologies to effectively facilitate knowledge sharing among geographically dispersed learners has become an extremely urgent issue. Our study investigated 88 undergraduates (nested in 10 groups) from a University in Southwest China. The research results reveal that self-presence and virtual member trust are the primary determinants in facilitating knowledge sharing (explicit vs tacit) in a virtual learning environment (VLE). Additionally, considering the challenges of forming effective collaborations in VLE (e.g., environment uncertainty, and one-way oriented communication), virtual leadership for improving the coordination of joint activities was developed. Virtual leadership improves the climate of a virtual learning environment by strengthening the relationships between selfpresence/virtual member trust and knowledge sharing. Finally, the positive interrelationship of explicit/tacit knowledge sharing and team performance is confirmed in our research.

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Section: The Moderating Effects Of Virtual Leadershipmentioning

confidence: 99%

Virtual Leadership Matters: Capturing its Role in Facilitating Knowledge Sharing in Virtual Learning Environment

Ko¹,

Wei²

2021

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…Some of the main factors investigated focused on group projects, cultural exchange, and learning quality (Alavi, 1994;Tullar & Kaiser, 2000;Rourke et al, 2001;Belanich et al, 2004;Veermans & Cesareni, 2005).…”

Section: Cmc Research On Collaborative Decision-making and Groupworkmentioning

confidence: 99%

“…Students reported that online peer teams were helpful for achieving higher order learning objectives and students preferred peer teams over instructor-led online discussion. Tullar & Kaiser (2000) investigated the effect of process training in virtual groups, employing a training video on maintenance behavior with student virtual decision-making groups. Results indicated that trained groups had higher levels of social support, greater participation rates, greater satisfaction with their group, wasted less time, and made a significantly Veermans & Cesareni (2005) examined discourse processes in four web-based collaborative learning environments from four countries, Finland, Greece, Italy, and the Netherlands.…”

Section: Cmc Research On Collaborative Decision-making and Groupworkmentioning

confidence: 99%

Review of computer mediated communication research for education

Luppicini

2006

Instr Sci

130

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This research review examines recent developments in computer-mediated communication (CMC) research for educational applications. The review draws on 170 recent research articles selected from 78 journals representing a wide range of disciplines. The review focuses on peer-reviewed empirical studies, but is open to a variety of methodologies. The review is divided into two sections addressing major areas of current research: (a) general CMC research in education, and (b) factors affecting computer-mediated learning. The review covers a variety of key research areas revolving around CMC in education, including, media effect and comparison, on-line courses and networks, course and program evaluations, learning and learning processes, problem solving, writing, decision-making, argumentation, group decision-making, group dynamics, peer evaluations, gender differences, anonymity, teaching practice effects, technology integration, teacher styles and characteristics, socio-cultural factors, and professional development effects. Findings suggest partial advantages of CMC in writing, task focused discussion, collaborative decision-making, group work, and active involvement in knowledge construction during group interactions. Other research findings revealed influences of peer interaction, group composition, group cohesion, goal commitment, group norm development, and process training, mixed-sex groups, and virtual cross-functional teams. Mixed-findings are revealed for performance advantages of computer-mediated versus face-to-face learning environments on various tasks and for the presence of gender differences in computer-mediated environments.

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“…In the process of learning to communicate with their online classroom peers, students have to learn (and create, to some degree) the structure (Tullar & Kaiser, 2000) of what is considered appropriate dialogue within the course. The instructor of the course, in setting the stage for communication by providing discussion questions and guidelines for communication, participates in creating a "cognitive map" (Tullar & Kaiser, 2000, p. 409) for discussion within the course.…”

Section: Literature Reviewmentioning

confidence: 99%

Activity Systems and Conflict Resolution in an Online Professional Communication Course

Walker

2004

Business Communication Quarterly

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Conflicts often arise in online professional communication class discussions as students discuss sensitive ethical issues relating to the workplace. When conflicts arise in an online class, the activity system of the class has to be kept in balance for the course to continue functioning effectively. Activity theory and distributed learning theory are useful for studying this process of conflict resolution and online communication. Several strategies can be used to facilitate conflict resolution in online courses, based on these theories: complimenting, generalizing, and agreeing. These normalizing strategies can improve conflict resolution in online professional communication courses as well as in various online communication contexts.ENCOUNTERING CONFLICTS in a classroom setting, students can take advantage of their ability to see the discussion participants, hear their tone of voice, and sense the atmosphere within the room to help resolve the conflict. If the students themselves cannot handle the situation, the instructor may enter the conversation and attempt to resolve the conflict through mediation. When communicating online, however, writers can have difficulty managing conflict because these sensory features are absent.In addition, when conflicts arise in an online class, the activity system of the class has to be kept in balance for the course to continue functioning. That activity system should ensure order: The discussions involve a certain pattern of turn taking among the students and the instructor, assignments are released and discussed based on a hyperlinked calendar, and peer interaction takes place using particular codes of conduct, for example. Conflicts can occur, however, that throw the discussion off balance. This article discusses strategies for rebalancing, that is, for normalizing the discourse when tensions arise,

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The Effect of Process Training on Process and Outcomes in Virtual Groups

Cited by 19 publications

References 14 publications

Virtual Leadership Matters: Capturing its Role in Facilitating Knowledge Sharing in Virtual Learning Environment

Virtual Leadership Matters: Capturing its Role in Facilitating Knowledge Sharing in Virtual Learning Environment

Review of computer mediated communication research for education

Activity Systems and Conflict Resolution in an Online Professional Communication Course

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