Shared Mental Models on the Performance of e-Learning Content Development Teams

Autor/in	Jo, Il-Hyun
Titel	Shared Mental Models on the Performance of e-Learning Content Development Teams
Quelle	In: Educational Technology & Society, 15 (2012) 1, S.289-297 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Electronic Learning; Instructional Design; Teamwork; Structural Equation Models; Behavior Theories; Interaction; Surveys; Group Dynamics; Statistical Analysis; Corporate Education; South Korea + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Interaktion; Survey; Umfrage; Befragung; Gruppendynamik; Statistische Analyse; Korea; Republik
Abstract	The primary purpose of the study was to investigate team-based e-Learning content development projects from the perspective of the shared mental model (SMM) theory. The researcher conducted a study of 79 e-Learning content development teams in Korea to examine the relationship between taskwork and teamwork SMMs and the performance of the teams. Structural equation modeling (SEM) was used to analyze the parameter estimations. As hypothesized, the results indicated that interaction among e-Learning ID team members led to higher SMMs (Ed- this acronym has already been defined above) which in turn improved the team performance. Meanwhile, the interaction decreased with the progression of ID projects and with the role differentiation. The implications of the findings and directions for instructional design (ID) practices are discussed. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10