Online Teaching and Learning in Higher Education Settings

Enriching Collaboration and Communication in Online Learning Communities Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-9814-5.CH008

Mette L. Baran, Janice E. Jones

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引用次数: 2

Abstract

This chapter intends to answer the question, “What are some guidelines for working effectively in virtual teams?” To further advance existing literature, the authors utilized a qualitative phenomenological approach with a randomly-sampled group of seven students who had completed master's-level education courses that were conducted in an online format at a private Midwestern University. Students were halfway through their course completion at the time of data collection. In addition, a random sample of one program administrator and four faculty members were interviewed. Specifically, students who enrolled in online Master's in Education courses are required to work in study teams to complete a certain portion of the course work. Study teams can often be difficult to navigate in person and with the added dimension that a virtual experience brings to developing trusting, successful working relationships, different working guidelines are needed. Findings revealed that managerial and social aspects of online learning and teaching were critical for online students' success.

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高等教育环境中的在线教学

本章旨在回答这个问题，“在虚拟团队中有效工作的一些指导方针是什么?”为了进一步推进现有文献，作者采用了定性现象学方法，随机抽样了七名在中西部私立大学完成硕士水平教育课程的学生，这些课程以在线形式进行。在数据收集时，学生们已经完成了一半的课程。此外，还随机抽取了一名项目管理人员和四名教员进行了采访。具体来说，参加在线教育硕士课程的学生需要在学习小组中完成课程的一定部分。研究团队通常很难亲自指导，而且虚拟体验为发展信任、成功的工作关系带来了额外的维度，因此需要不同的工作指导方针。调查结果显示，在线学习和教学的管理和社会方面对在线学生的成功至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Enriching Collaboration and Communication in Online Learning Communities

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