Assessing Team Learning in Technology-Mediated Collaboration: An Experimental Study
Journal of Educational Technology Systems Volume 38, Number 4, ISSN 0047-2395
This study examined the effects of collaboration mode (collocated versus non-collocated videoconferencing-mediated) on team learning and team interaction quality in a team-based problem solving context. Situated learning theory and the theory of affordances are used to provide a framework that describes how technology-mediated collaboration affects both the technical/operational and social aspects of team-based problem solving. An empirical interpretive research approach using direct observation is used to interpret, evaluate and rate observable manifested behaviors and qualitative content (i.e., discussions) associated with team learning. The study's findings revealed that facilitation of coordinated discourse and team member contributions as well as maintenance of a positive social climate are essential to the realization of greater team learning and interaction quality. Theoretical, methodological, and practical implications of the study are also discussed. (Contains 1 figure and 3 tables.)
Andres, H.P. & Akan, O.H. (2010). Assessing Team Learning in Technology-Mediated Collaboration: An Experimental Study. Journal of Educational Technology Systems, 38(4), 473-487.
Cited ByView References & Citations Map
Carol Hodes, Sandra Pritz, Patricia Kelley & John Foster, NOCTI, United States
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 3 (September 2011) pp. 313–323
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