Evaluating technological interventions for developing teamwork competency in higher education: A systematic review and meta-ethnography

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-07-30 DOI:10.1016/j.stueduc.2024.101382

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引用次数: 0

Abstract

Recent years have seen a surge in higher education educators employing technology to support students' holistic competency development. A rigorous evaluation is essential to ensure these technological interventions achieve their intended outcomes. This systematic review of 37 studies from January 2008 to March 2024 evaluates how technology assists in enhancing teamwork competencies in higher education. Using meta-ethnography, it synthesizes qualitative student feedback to assess the effectiveness and challenges of technology use. The findings reveal that technology integration helps students realize the importance of teamwork, understand team dynamics, develop practical skills, and foster team spirit. Additionally, technology's contribution to teamwork training includes boosting student engagement, facilitating the execution of team tasks, and advancing student self-reflection. However, technological interventions also present challenges, including increased training complexity, deviation from learning objectives, and negative impacts on motivation. These findings are crucial for educators aiming to develop effective technology-enhanced training programs to improve teamwork competencies.

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评估高等教育中培养团队合作能力的技术干预措施：系统回顾和元民族志

近年来，高等教育教育工作者采用技术手段来支持学生综合能力发展的情况激增。要确保这些技术干预措施达到预期效果，必须进行严格的评估。本系统性综述对 2008 年 1 月至 2024 年 3 月期间的 37 项研究进行了评估，探讨了技术如何协助提高高等教育中的团队协作能力。它采用元人类学方法，综合了学生的定性反馈，以评估技术使用的有效性和挑战。研究结果表明，技术整合有助于学生认识到团队合作的重要性，了解团队动态，发展实践技能，培养团队精神。此外，技术对团队合作培训的贡献还包括提高学生的参与度、促进团队任务的执行以及推动学生的自我反思。然而，技术干预也带来了挑战，包括增加培训的复杂性、偏离学习目标以及对学习动机的负面影响。这些发现对于旨在开发有效的技术强化培训项目以提高团队合作能力的教育工作者来说至关重要。

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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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.