{"title":"国际商科学生在网上小组作业中探索性谈话基本规则的经验个案研究","authors":"Martha Clabby Kjølseth, Fazilat Siddiq","doi":"10.1080/08975930.2023.2230367","DOIUrl":null,"url":null,"abstract":"<p><b>ABSTRACT</b></p><p>This study investigates how students experience and describe group work in an online course in international business (IB) after being introduced to Barnes’ exploratory talk ground rules (ETGRs) which promote norms for dialog that encourage participants to share ideas and information and to think together. This study examines the dialog in groups of fourteen IB undergraduates attending a four-week online course in International Management. Initially, the students received briefings about the ETGRs and wrote self-reports throughout the course, on which we conducted a thematic analysis. Our findings show that students who engage with and apply the ETGRs describe more shared responsibility for collaborative learning in the group work, a greater interest in exploring the perspectives of group members, and overall, more positive learning experiences. This implies that making the ETGRs transparent is considered beneficial for social interactions in group work. However, the teacher plays a key role in creating a class environment conducive for collaborative learning, and preconditions for productive group work, including a good assignment structure and proper technology preparation, must be met. The findings and their implications are discussed herein.</p>","PeriodicalId":45098,"journal":{"name":"Journal of Teaching in International Business","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Case Study of International Business students’ Experiences with Exploratory Talk Ground Rules in Online Group Work\",\"authors\":\"Martha Clabby Kjølseth, Fazilat Siddiq\",\"doi\":\"10.1080/08975930.2023.2230367\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><b>ABSTRACT</b></p><p>This study investigates how students experience and describe group work in an online course in international business (IB) after being introduced to Barnes’ exploratory talk ground rules (ETGRs) which promote norms for dialog that encourage participants to share ideas and information and to think together. This study examines the dialog in groups of fourteen IB undergraduates attending a four-week online course in International Management. Initially, the students received briefings about the ETGRs and wrote self-reports throughout the course, on which we conducted a thematic analysis. Our findings show that students who engage with and apply the ETGRs describe more shared responsibility for collaborative learning in the group work, a greater interest in exploring the perspectives of group members, and overall, more positive learning experiences. This implies that making the ETGRs transparent is considered beneficial for social interactions in group work. However, the teacher plays a key role in creating a class environment conducive for collaborative learning, and preconditions for productive group work, including a good assignment structure and proper technology preparation, must be met. The findings and their implications are discussed herein.</p>\",\"PeriodicalId\":45098,\"journal\":{\"name\":\"Journal of Teaching in International Business\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-09-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teaching in International Business\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/08975930.2023.2230367\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching in International Business","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08975930.2023.2230367","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A Case Study of International Business students’ Experiences with Exploratory Talk Ground Rules in Online Group Work
ABSTRACT
This study investigates how students experience and describe group work in an online course in international business (IB) after being introduced to Barnes’ exploratory talk ground rules (ETGRs) which promote norms for dialog that encourage participants to share ideas and information and to think together. This study examines the dialog in groups of fourteen IB undergraduates attending a four-week online course in International Management. Initially, the students received briefings about the ETGRs and wrote self-reports throughout the course, on which we conducted a thematic analysis. Our findings show that students who engage with and apply the ETGRs describe more shared responsibility for collaborative learning in the group work, a greater interest in exploring the perspectives of group members, and overall, more positive learning experiences. This implies that making the ETGRs transparent is considered beneficial for social interactions in group work. However, the teacher plays a key role in creating a class environment conducive for collaborative learning, and preconditions for productive group work, including a good assignment structure and proper technology preparation, must be met. The findings and their implications are discussed herein.
期刊介绍:
The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure optimum, cost-effective learning on the part of students of international business. It is generally assumed that the teaching of international business is universal, but that the application of teaching methods, processes, and techniques in varying socioeconomic and cultural environments is unique. The journal offers insights and perspectives to international business educators and practitioners to share concerns, problems, opportunities, and solutions to the teaching and learning of international business subjects.