Literaturnachweis - Detailanzeige
Autor/inn/en | Verstegen, D. M. L.; Dailey-Hebert, A.; Fonteijn, H. T. H.; Clarebout, G.; Spruijt, A. |
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Titel | How Do Virtual Teams Collaborate in Online Learning Tasks in a MOOC? |
Quelle | In: International Review of Research in Open and Distributed Learning, 19 (2018) 4, S.39-55 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1492-3831 |
Schlagwörter | Large Group Instruction; Online Courses; Educational Technology; Technology Uses in Education; Computer Mediated Communication; Teamwork; Problem Based Learning; International Programs; Adult Students; Interaction Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Problem-based learning; Problemorientiertes Lernen; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Interaktion |
Abstract | Modern learning theories stress the importance of student-centered and self-directed learning. Problem-Based Learning (PBL) supports this by focusing on small group learning centered around authentic problems. PBL, however, usually relies heavily on face-to-face team collaboration and tutor guidance. Yet, when applied in online/blended environments, such elements may not be feasible or even desirable. This study explores how virtual teams collaborate in online learning tasks in the context of a nine-week Massive Open Online Course (MOOC) where international, virtual teams worked on PBL-like tasks. Twenty-one self-formed teams were observed. An inductive thematic analysis resulted in five themes: 1) team formation and team composition, 2) team process (organization and leadership), 3) approach to task work (task division and interaction), 4) use of tools, and 5) external factors (MOOC design and interaction with others). Overall findings revealed that online, virtual teams can collaborate on learning tasks without extensive guidance, but this requires additional communication and technological skills and support. Explicit discussion about group organization and task work, a positive atmosphere, and acceptance of unequal contributions seem to be positive factors. Additional support is required to prepare participants for virtual team work, develop digital literacy, and stimulate more elaborate brainstorming and discussion. (As Provided). |
Anmerkungen | Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |