Phases and patterns of group development in virtual learning teams

2007 ◽  
Vol 56 (5-6) ◽  
pp. 595-618 ◽  
Author(s):  
Seung Won Yoon ◽  
Scott D. Johnson
Keyword(s):  
Group Development ◽  
Virtual Learning ◽  
Learning Teams ◽  
Virtual Learning Teams

Fostering Social Presence on Virtual Learning Teams

2018 ◽  
pp. 134-156
Author(s):  
Jennifer Stone
Keyword(s):  
Student Satisfaction ◽  
Social Presence ◽  
Learning Experience ◽  
Interpersonal Relationship ◽  
Virtual Learning ◽  
Relationship Building ◽  
Learning Teams ◽  
Arts Programs ◽  
Key Factor ◽  
Virtual Learning Teams

Social presence is a key factor in student satisfaction and success in online courses and a marker for whether one has an online learning experience that is engaged, vibrant, and connected, or simply perfunctory. An action-oriented research project was conducted to determine how to foster social presence on the virtual learning teams in the Master of Arts programs in the School of Education and Technology at Royal Roads University. The study findings show that in order to support the development of social presence, the commitment and participation of multiple stakeholders is required. The results of this study suggest a common organizational understanding of social presence, clear delineation of student and faculty roles and responsibilities in its development, intentional program design, and a learning management system that specifically lends to interpersonal relationship building must all be present in order to foster the development of social presence.

Multi-dimensional tracking in virtual learning teams

2002 ◽  
Author(s):  
J. Zumbach ◽  
M. Mühlenbrock ◽  
M. Jansen ◽  
P. Reimann ◽  
H. U. Hoppe
Keyword(s):  
Virtual Learning ◽  
Learning Teams ◽  
Virtual Learning Teams

scholarly journals Does social presence relate to knowledge sharing in virtual learning teams?

2016 ◽  
pp. 646-660 ◽  
Keyword(s):  
Distance Education ◽  
Knowledge Sharing ◽  
Social Presence ◽  
Virtual Learning ◽  
Total Sample ◽  
Affective Responses ◽  
Instructional Designers ◽  
Learning Teams ◽  
Instructional Environments ◽  
Virtual Learning Teams

The purpose of this study was to identify whether social presence relates to knowledge sharing in virtual learning teams in distance education. The participants in the study were 1355 students engaged in distance education programs. Both split sample and the total sample were used for different analyses. The findings of the study confirmed social presence as a two-dimensional construct, which involves interactive responses and cohesive-affective responses. Only interactive responses were found to relate to knowledge sharing. The results of the study can be used by instructional designers and instructors to design instructional environments that encourage effective social interaction towards knowledge sharing.

Team development and group processes of virtual learning teams

2002 ◽  
Vol 39 (4) ◽  
pp. 379-393 ◽  
Author(s):  
Scott D Johnson ◽  
Chanidprapa Suriya ◽  
Seung Won Yoon ◽  
Jared V Berrett ◽  
Jason La Fleur
Keyword(s):  
Group Processes ◽  
Virtual Learning ◽  
Team Development ◽  
Learning Teams ◽  
Virtual Learning Teams

scholarly journals Social interactions in a virtual learning environment

2018 ◽  
Vol 6 (9) ◽  
pp. 23-41
Author(s):  
Gislaine Rossetti Madureira Ferreira ◽  
Leticia Rocha Machado ◽  
Patricia Alejandra Behar
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Social Interactions ◽  
Group Dynamics ◽  
Participant Observation ◽  
Group Formation ◽  
Group Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
The Right

This article deals with different strategies for group development in a virtual learning environment (VLE). For this purpose, we sought to investigate the organization and social interactions of students, during group dynamics that occurred in a distance education course. The methodology used in the research was qualitative and quantitative, with descriptive approach, classified as a case study. For data collection, we used the VLE ROODA communication tools (Forum, Contacts and Social Map), the environmental sociometry tool (Social Map), as well as participant observation and questionnaires. Thus, we analyzed the application of three group-formation strategies: random, chosen by the teacher and free choice. Interaction data categorization occurred within the virtual learning environment and was accomplished through the group development stages suggested by McClure. This study allowed us to determine that all three strategies are efficient for distance education, as long as the right time in class for the application of the strategy by the teacher is observed. This study aimed to elucidate the importance of using group work in distance education, especially for integrating students and enabling a greater number of social interactions in the virtual environment. Thus, the results confirm that the use of formation strategies can be effective for Distance Education, since the development of collective activities depends on cohesion and the mediation of conflicts between members of the group.

scholarly journals Competencies affecting knowledge sharing in virtual learning teams

2015 ◽  
pp. 316-333
Keyword(s):  
Distance Education ◽  
Knowledge Sharing ◽  
Virtual Learning ◽  
Instructional Designers ◽  
Virtual Classrooms ◽  
Design Learning ◽  
Learning Teams ◽  
Learning Team ◽  
The Impact ◽  
Predictive Relationship

This study is designed to identify which competencies have predictive relationship with knowledge sharing in virtual learning team in distance education. The study was conducted with 1,355 distance education students at undergraduate and graduate levels. This study suggests that loyalty, integrity, cooperativeness and trust have statistically significant predictive relationship with knowledge sharing. The results of the study have implications for instructional designers and instructors to design learning environments and to provide instruction in virtual classrooms by taking into consideration the impact of the identified variables on knowledge sharing.

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