We are in the “breakout room.” Now what? An e-portfolio study of virtual team processes involving undergraduate online learners

Abstract

The COVID-19 pandemic, resulting in unprecedented campus closures and social distancing, has reinforced the value of learning using a virtual teamwork format. While a large body of research focuses on the inputs (members’ skills, motivation, technology, and virtuality) and outcomes (satisfaction, performance, and learning) of virtual teamwork, to date, only a limited number of studies have explored virtual teamwork processes involving university students. By drawing on the team processes model ( Marks et al., 2001 ), in this qualitative study, we extend the scope of virtual team processes to a university online course. In addition, we explore transition, action, and interpersonal processes that undergraduate students experience when learning in virtual teams. The study participants included Japanese and international students ( N = 20) from three universities in Japan taking a synchronous online course in international organizations during the summer of 2020; 15 combinations of virtual teams were created. The study is based on the inductive content analysis of e-portfolios created and managed by students taking the online course. The findings show that virtual teams are multitasking entities that transition through multiple processes simultaneously and consequentially to achieve team goals. From the analyzed e-portfolios, it can be observed that across all themes, systems monitoring (action processes), affect management (interpersonal processes), and strategy formulation and planning (transition processes) have been crucial in invigorating virtual teams toward task accomplishment. Finally, the study discusses both theoretical and practical implications.

Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy

“…The six suggested domains are multiple dimensions of EMI pedagogy, which is supported by related studies [7,54,[103][104][105][106][107][108][109]. For example, Macaro's measures of quality interaction in pedagogy place emphasis on the meta-linguistic aspects of interaction (e.g., the use of a wide variety of teacher language functions), while the remaining four measures seem to have been designed as instructional (e.g., extended Initiation-Response-Feedback) as well as (meta)cognitive interventions (e.g., teachers posing questions that require highlevel cognitive responses from students, allowing long student turns to help them express higher-level concepts, and giving students sufficient time to allow the thinking process to occur).…”

“…For example, Macaro's measures of quality interaction in pedagogy place emphasis on the meta-linguistic aspects of interaction (e.g., the use of a wide variety of teacher language functions), while the remaining four measures seem to have been designed as instructional (e.g., extended Initiation-Response-Feedback) as well as (meta)cognitive interventions (e.g., teachers posing questions that require highlevel cognitive responses from students, allowing long student turns to help them express higher-level concepts, and giving students sufficient time to allow the thinking process to occur). In addition, lecturer-student and student-student interactions in the EMI context indeed transcend linguistic and metacognitive territories [54,[103][104][105][106]110], and may be closely linked to other realms such as the socio-cultural and affective [50,108,109,[111][112][113][114]. For example, several studies explored Asian university students' perceptions of their reluctance in verbal EMI classroom participation, often claiming shyness and poor speaking skills as key determinants [55,115].…”

Conceptualizing an inquiry-based lingua-cultural learning through telecollaborative exchanges

“…Therefore, the inquiry methods, especially those related to observation, problem identification, question formulation, data collection and analysis provide a framework for the construction of intra-cultural knowledge and elevate learners' self-reflection and self-awareness skills. Some recent related studies also pointed to the possibility of broader application of such learning models in both face-to-face classroom and virtual teamwork environments (Ismailov and Laurier 2021;Ismailov 2021b). Such socially interactive activities could not only enhance students' intercultural learning and communication, but most crucially improve their engagement and motivation to learn (Ismailov and Ono 2021).…”

Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

“…Previous studies found that courses that were blended with live and interactive approaches satisfied students’ intrinsic needs and expectations ( Cassidy, 2016 ; Ismailov and Ono, 2021 ). Additionally, by feeling closely connected with peers and teachers, learners experience better inclusion and belonging ( Ryan and Deci, 2017 ; Chiu, 2021a ; Ismailov and Laurier, 2021 ).…”

“…However, the research also points out that the affective response may vary depending on the course and its perceived utility and on whether the courses are blended with traditional approaches to meet students’ intrinsic needs and expectations ( Cassidy, 2016 ). One of the expectations in both asynchronous, synchronous, and blended courses is the need for socialization and connection with peers and teachers ( Ismailov and Laurier, 2021 ; Ismailov and Ono, 2021 ). Studies emphasize the importance of socialization and collaborative learning using various social networking tools, such as Twitter, Facebook or LMS-embedded chats ( Wang et al, 2018 ).…”