##plugins.themes.bootstrap3.article.main##

The aim of this article is to learn about teamwork in an online learning environment. to achieve this purpose, we developed a questionnaire based on three initial concepts, learning team process, learning teamwork impact, and tutor’s facilitation of learning teamwork. The PIT questionnaire is an instrument that could be used to identify critical factors that online students perceived as important in enhancing their learning and improve their experiences. We used some open-ended questions to support the questionnaire’s items analysis. We claim that learning team processes as well as tutor’s facilitations does have an impact on students’ experiences and learning. For a purposeful learning team, members should set clear goals outlining expectations and that every member should feel a sense of belonging and safe to contribute their ideas.  The learning teamwork impact component contributed for the most variance in the PIT questionnaire. Apart from learning content, students indicated that with learning teams they gained collaborative skills, felt motivated and learned pertinent concepts from their peers from different backgrounds. We conclude that online learning teams are a form of community of learners, a place where students and tutors are actively and intentionally constructing knowledge together.

 

References

  1. Alden, J. (2011). Assessment of individual student performance in online team projects. Journal of Asynchronous Learning Network, 15(3), 5–20. Retrieved April 21, 2019 from https://www.learntechlib.org/p/53535/
     Google Scholar
  2. Andersen, R., & Ponti, M. (2014). Participatory pedagogy in an open educational course: Challenges and opportunities. Distance Education, 35(2), 234–249. https://doi.org/10.1080/01587919.2014.917703
     Google Scholar
  3. Aydin, I. & Gumus, S. (2016). Sense of classroom community and team development process in online learning. Turkish Online Journal of Distance Education. 17. https://doi.org/10.17718/tojde.09900
     Google Scholar
  4. Ayoko, O. B., Konrad, A. M., & Boyle, M. V. (2012). Online work: Managing conflict and emotions for performance in virtual teams. European Management Journal, 30(2), 156–174. https://doi.org/10.1016/j.emj.2011.10.001
     Google Scholar
  5. Beccaria, L., Kek, M., Huijser, H. Rose, J., & Kimmins, L. (2014). The interrelationships between student approaches to learning and group work. Nurse Education Today. 34. https://doi.org/10.1016/j.nedt.2014.02.006
     Google Scholar
  6. Bhattacharya, M., Chatterjee, R. (2000). Collaborative Innovation as a Process for Cognitive Development. Journal of Interactive Learning Research, 11, 3, 295-312.
     Google Scholar
  7. Bennet, S., & Marsh, D. (2002). Are we expecting online tutors to run before they can walk? Innovations in Education and Teaching International, 39(1), 14–20. https://doi.org/10.1080/13558000110097055
     Google Scholar
  8. Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International Review of Research in Open and Distance Learning, 13, 26-44. https://doi.org/10.19173/irrodl.v13i2.1127
     Google Scholar
  9. Chang, B., & Kang, H. (2016). Challenges facing group work online. Distance Education. 37. https://doi.org/10.1080/01587919.2016.1154781
     Google Scholar
  10. Crosta, L., Manokore, V., Gray, M. (2015). Exploring the development of authentic online learning communities in an EdD programme. Paper presented and published in the EADTU International Conference Proceedings.
     Google Scholar
  11. Davis, B. G. (1993). Collaborative Learning: Group Work and Study Teams. San Francisco: Jossey - Brass Publishers.
     Google Scholar
  12. Davidson, N., & Major, C. H. (2014). Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning. Journal on Excellence in College Teaching, 25 (3&4), 7–55.
     Google Scholar
  13. Dirkx, J., M., & Smith, R.O., (2004). There Is No “We” in Team: Learning to Learn Across Difference in Problem-based Teams. ARHD 2004 Conference, Austin, Texas. https://files.eric.ed.gov/fulltext/ED491481.pdf#page=310
     Google Scholar
  14. Ekblaw, R. (2016). Effective use of group projects in online learning. Contemporary Issues in Education Research, 9, 3, 121-128.
     Google Scholar
  15. Ennen, N. L., Stark, E., & Lassiter, A. (2015). The importance of trust for satisfaction, motivation, and academic performance in student learning groups. Social Psychology of Education, 18(3), 615-633.
     Google Scholar
  16. Garrison, D. R., Anderson, T. & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2 (2-3), 87–105. Retrieved from http://www.communitiesofinquiry.com/files/Critical_Inquiry_model.pdf
     Google Scholar
  17. Gomez, E. A., Wu, D., & Passerini, K. (2010). Computer-supported team-based learning: The impact of motivation, enjoyment and team contributions on learning outcomes. Computers and Education, 55(1), 378–390. https://doi.org/10.1016/j.compedu.2010.02.003
     Google Scholar
  18. Gray, M, Crosta, L., Ferreira, M., Manokore, V., (2015) Am I where I want to be? Online Doctoral Students’ Belongingness. Paper presented and published in the ICERI International Conference Proceedings.
     Google Scholar
  19. Gray, M., Crosta, L., Manokore, V., Edwards, A. (2018a) Critical Elements Perceived by Online Doctoral Students that enable formation of a Community of Inquiry. 11th International Conference of Education, Research and Innovation, Seville Spain ISBN: 978-84-09-05948-5
     Google Scholar
  20. Gray, M., Edwards, A., Crosta, L., Manokore, V., Anderson, B., Hague, C., Ferreira, M., Kennedy, E (2018b) Learning in Virtual Teams - Discovering Best Practice. 11th International Conference of Education, Research and Innovation, Seville Spain ISBN: 978-84-09-05948-5
     Google Scholar
  21. Guldberg, K. K., & Pilkington, R. M. (2006). A community of practice approach to the development of non-traditional learners through networked learning. Journal of Computer Assisted Learning, 22 (3), 159-172.
     Google Scholar
  22. Hart, G., Stone, T., Daniel, R., & King. R. (2001). Student perspectives on the development of generic capabilities at QUT: Draft report. [Online]. Available: http://www.talss.qut.edu.au/talss/NEWS/index.cfm/student%5Fper%5Ffull%5Freport%5Fdraft%5F4.doc?fa=getFile&rNum=19326&file=student%5Fper%5Ffull%5Freport%5Fdraft%5F4.doc
     Google Scholar
  23. He, J., & Gunter, G. (2015). Examining factors that affect students’ knowledge sharing within virtual teams. Journal of Interactive Learning Research, 26(2), 169-187.
     Google Scholar
  24. Hsiung, C. M., Lou, S. J., Lin, C. C., & Wang, P. L. (2014). Identification of dysfunctional cooperative learning teams and troubled individuals. British Journal of Educational Technology, 45(1), 125–135. https://doi.org/10.1111/bjet.12004
     Google Scholar
  25. Hu, H. (2015). Building virtual teams: experiential learning using emerging technologies. E-Learning and Digital Media, 2015, 12(1) 17–33. https://doi.org/10.1177/2042753014558373
     Google Scholar
  26. Hunsaker, P., Pavett, C., & Hunsaker, J. (2011). Increasing student-learning team effectiveness with team charters. Journal of Education for Business, 86, 3, 127-139. https://doi.org/10.1080/08832323.2010.489588
     Google Scholar
  27. Jolliffe, I. T., & Cadima, J. (2016). Principal component analysis: a review and recent developments. Philosophical transactions. Series A, Mathematical, physical, and engineering sciences, 374(2065). https://doi.org/10.1098/rsta.2015.0202
     Google Scholar
  28. Kemp, L. (2006). Learning about teamwork in an online study environment. MERLOT Journal of Online Learning and Teaching, 2, 1, 30-41.
     Google Scholar
  29. Kennedy, E., Gray, M.A. (2016) You're facing that machine but there's a human being behind it’: students’ affective experiences on an online doctoral programme. Published online (April) in Pedagogy, Culture and Society. https://doi.org/10.1080/14681366.2016.1175498
     Google Scholar
  30. Ku, H., Tseng, H., & Akarasriworn, C. (2013). Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Behavior. 29. 922–929. https://doi.org/10.1016/j.chb.2012.12.019.
     Google Scholar
  31. Laurillard, D. (2002). Rethinking University teaching (2nd Ed.), London: Routledge.
     Google Scholar
  32. McPherson, M., & Nunes, M. B. (2004). The role of tutors as an integral part of online learning support. Retrieved from http://www.eurodl.org/materials/contrib/2004/Maggie_MsP.html
     Google Scholar
  33. Murray, M. (2003). Managing teamwork online. Excellence: making the connections. Queensland University of Technology, AUSTRALIA.
     Google Scholar
  34. Oakley, B., Felder, R., Brent, R., & Elhajj, I. (2004). Turning Student Groups into Effective Teams. Journal of Student Centered Learning, 2(1), 9-34.
     Google Scholar
  35. Olariu, C., & Aldea, C. C. (2014). Managing Processes for Virtual Teams – A BPM Approach. Procedia -Social and Behavioral Sciences, 109(0), 380–384. https://doi.org/10.1016/j.sbspro.2013.12.476
     Google Scholar
  36. Perraton, H., Creed, C., & Robinson, B. (2002). Teacher education guidelines: Using open and distance learning. Retrieved from http://unesdoc.unesco.org/images/0012/001253/125396e.pdf
     Google Scholar
  37. Persky, A. (2012). The impact of team-based learning on a foundational pharmacokinetics course. American Journal of Pharmaceutical Education,12, 76(2): 31. https://doi.org/10.5688/ajpe76231
     Google Scholar
  38. Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3), 51-70.
     Google Scholar
  39. Tarricone, P., & Luca, J. (2002). Successful teamwork: A case study. HERDSA Proceedings (pp. 640-646). Perth, Australia: Higher Education Research and Development Society of Australia.
     Google Scholar
  40. Tombaugh, Jay & Mayfield, Cliff. (2014). Teams on teams: Using advice from peers to create a more effective student team experience. Academy of Educational Leadership Journal. 18. 69-84.
     Google Scholar
  41. Topchyan, R. (2015). Competencies affecting knowledge sharing in virtual learning teams. Knowledge Management & E-Learning, 7(2), 136.
     Google Scholar
  42. Tseng, H., & Ku, H. (2011). The relationships between trust, performance, satisfaction, and development progressions among virtual teams. The Quarterly Review of Distance Education, 12(2), 81-94.
     Google Scholar
  43. Tseng, H., Wang, C.-H., Ku, H.-Y., & Sun, L. (2009). Key factors in online collaboration and their relationship to teamwork satisfaction. The Quarterly Review of Distance Education, 10(2), 195-206.
     Google Scholar
  44. Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63, 384-399.
     Google Scholar
  45. Vangrieken, K., Dochy, F., & Raes, E. (2016). Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-015-0279-0
     Google Scholar
  46. Volkov, A., Volkov, M. (2015). Teamwork benefits in tertiary education: Student perceptions that lead to best practice assessment design. Education and Training, 57(3), 262 – 278.
     Google Scholar
  47. Yamazaki, Y., & Kayes, D. C. (2004). An experiential approach to cross-cultural learning: A review and integration of competencies for successful expatriate adaptation. Academy of Management Learning & Education, 3(4), 362-379. https://doi.org/10.5465/AMLE.2004.15112543
     Google Scholar