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|Other Titles: ||An Study of Group Identity in Computer Supported Co-operative Learning|
|Authors: ||游佳萍;Yu, Chia-ping|
|Keywords: ||虛擬群組;群組認同;群級學習;Virtual Team;Group Identity;Cooperative-learning|
|Issue Date: ||2009-11-30 13:14:40 (UTC+8)|
Computer-Mediated-Communication (CMC) technology such as the internet has loosened the constraints of proximity and structure on communication. One specific area of this application is the internet-based learning, often called e-learning, as many educators have begun to integrate the internet into their work. However, these memberships are considerably more blurred than these of the physical world. And participants of virtual teams may ignore information or withdraw from discussion easily. For the virtual teams, while members under time pressure, they make greater use of category-driven information that leads to a faster reduction of the uncertainty. Meanwhile, according to the SIDE (Social Identification/ De-individuation Theory: SIDE), assuming people identify with a salient group, they are more likely to be influenced by it under de-individuating conditions. Thus, if the group identity becomes salient, each member can effectively understand and take on the other's values. In other words, due to the anonymity in the cyber space, the salience of the group is likely to prompt members to work together rapidly even these members lack a common history. Our research goal is to examine how the salience of the group identity may affect learning process in cyber space. Our preliminary finding shows that, in the beginning, the relevant stereotype or experience might direct members to import their previous impression into the virtual world quickly. When groups become mature, the members' bonding is growing up through collecting information and engaging teamwork. Meanwhile, virtual group's identity is salience; members could assign their work by their competence and have a clear communication structure. Thus, while members face conflicts, group identity guides their members investing energy in a directed way and creating a focus to coordinate. Consequently, for the virtual team members, the group identity guides them to create a virtual learning space and to share their knowledge.
|Relation: ||資訊社會研究 8，頁 243-270|
|Appears in Collections:||[資訊管理學系暨研究所] 期刊論文|
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