This research-in-progress study investigates the effects of group development and social capital on the effectiveness on a newly formed distributed group. Informed by the literature on development theory (Arrow et al....
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ISBN:
(纸本)9781604236262
This research-in-progress study investigates the effects of group development and social capital on the effectiveness on a newly formed distributed group. Informed by the literature on development theory (Arrow et al., 2000, McGrath and Tschan, 2004, Gersick, 1989, Tuckman and Jensen, 1977), social capital (Adler and Kwon, 2002, Burt, 1992, Coleman, 1988), and team effectiveness (Guzzo and Dickson, 1996, Kozlowski and Bell, 2003, Sundstrom et al., 1990) a conceptual framework is developed that identifies the relationships among group maturity, social capital, group processes, and performance outcomes of 11 historians from diverse organizations who are geographically dispersed across the Commonwealth of Pennsylvania.
In many college classrooms, students are passive spectators and the transmittal model of teaching is prevalent in most classes. In contrast, Vygotsky's social-constructivist view emphasizes the importance of makin...
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ISBN:
(纸本)9781450303873
In many college classrooms, students are passive spectators and the transmittal model of teaching is prevalent in most classes. In contrast, Vygotsky's social-constructivist view emphasizes the importance of making students become active learners. Many active learning techniques have been developed, primarily focused on making students active participants in various kinds of in class activities like discussion, writing and talking. However, there is evidence that the typical university classroom setting presents some obstacles for realizing maximum effectiveness of class wide discussion. These obstacles include the effects of production blocking, the hierarchical power structures within the classroom and the lack of sense of community. Having realized the great potential of Web 2.0 social software in meeting these challenges, the objective in the proposed research is to build an active learning environment by bring backchannel discussion up front using CMC tools. A design based research method will be used to explore effects of using this tool in classes.
Health forums and support groups depend on participant self-disclosure for their success, but the sensitive nature of personal health concerns raises privacy concerns that may constrain what users are willing to revea...
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It is unclear if ana how colaboratories nave enhanced distributed scientific collaboration. Furthermore, little is known in the way of design strategies to support such collaboration. Based on a survey and follow-up i...
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Teaching students computer technologies sometimes requires untraditional teaching methods in schools, as it is not uncommon that students possess more advanced computer skills than teachers in today’s classrooms. In ...
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Teaching students computer technologies sometimes requires untraditional teaching methods in schools, as it is not uncommon that students possess more advanced computer skills than teachers in today’s classrooms. In this paper, we present our study of a course website design project in a public high school to investigate new teaching strategies in technology education. We observed how students and teachers shifted roles during the project, i.e., students became technology consultants and trainers while teachers, although still acting as facilitators of the process, also became learners. This role-shifting resulted in augmented learning outcomes for the student. For the teacher, the challenge of adopting the unconventional role of teacher-as-student required a new teaching paradigm, bringing to light the inherent tensions brought about by such role changes and skill differentials. Lessons we learned from this study are discussed as well as suggestions for teachers and schools that are interested in adopting this approach.
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