BUILDING EFFECTIVE VIRTUAL LEARNING TEAMS THROUGH ENHANCED TEAM PROCESSES

2017 ◽  
Vol 3 (3) ◽  
pp. 742-758
Author(s):  
Hwangji Lu ◽  
Keyword(s):  
Virtual Learning ◽  
Team Processes ◽  
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

Team processes, team conflict, team outcomes, and gender: An examination of U.S. and Mexican learning teams

2008 ◽  
Vol 32 (6) ◽  
pp. 524-537 ◽  
Author(s):  
Warren Watson ◽  
Danielle Cooper ◽  
M.A. Jose Luis Neri Torres ◽  
Nancy G. Boyd
Keyword(s):  
Team Processes ◽  
Team Conflict ◽  
Team Outcomes ◽  
Learning Teams ◽  
And Gender
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