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We are in ‘the breakout room’. Now what? An e-portfolio study of virtual team processes involving undergraduate online learners
http://hdl.handle.net/2241/0002002414
http://hdl.handle.net/2241/00020024143097ed5b-203f-4bfa-a45b-0b9cf77d09ae
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
ELDM_OnlineFirst-39710.pdf (1.8 MB)
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| Item type | Journal Article(1) | |||||||||
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| 公開日 | 2022-01-06 | |||||||||
| タイトル | ||||||||||
| タイトル | We are in ‘the breakout room’. Now what? An e-portfolio study of virtual team processes involving undergraduate online learners | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ | journal article | |||||||||
| 著者 |
ISMAILOV, Murod
× ISMAILOV, Murod
× LAURIER, Joel Darwin
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| 抄録 | ||||||||||
| 内容記述 | The COVID-19 pandemic, resulting in unprecedented campus closures and social distancing, has reinforced the value of learning using a virtual teamwork format. While a large body of research focuses on the inputs (members’ skills, motivation, technology, and virtuality) and outcomes (satisfaction, performance, and learning) of virtual teamwork, to date, only a limited number of studies have explored virtual teamwork processes involving university students. By drawing on the team processes model (Marks et al., 2001), in this qualitative study, we extend the scope of virtual team processes to a university online course. In addition, we explore transition, action, and interpersonal processes that undergraduate students experience when learning in virtual teams. The study participants included Japanese and international students (N = 20) from three universities in Japan taking a synchronous online course in international organizations during the summer of 2020; 15 combinations of virtual teams were created. The study is based on the inductive content analysis of e-portfolios created and managed by students taking the online course. The findings show that virtual teams are multitasking entities that transition through multiple processes simultaneously and consequentially to achieve team goals. From the analyzed e-portfolios, it can be observed that across all themes, systems monitoring (action processes), affect management (interpersonal processes), and strategy formulation and planning (transition processes) have been crucial in invigorating virtual teams toward task accomplishment. Finally, the study discusses both theoretical and practical implications. | |||||||||
| 書誌情報 |
en : E-Learning and Digital Media 巻 OnlineFirst, 号 39710, p. 1-24, 発行日 2021-08-19 |
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| 権利情報 | ||||||||||
| 権利情報 | © The Author(s) 2021 Article reuse guidelines: https://uk.sagepub.com/en-gb/journals-permissions | |||||||||
| 出版者 | ||||||||||
| 出版者 | SAGE | |||||||||
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| 出版タイプ | AM | |||||||||
| DOI | ||||||||||
| 関連タイプ | isVersionOf | |||||||||
| 関連識別子 | https://doi.org/10.1177/20427530211039710 | |||||||||
