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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/74798


    Title: Investigating the Development of Work-oriented Groups in an e-Learning Environment
    Authors: Yu, Chia-Ping;Kuo, Feng-Yang
    Contributors: 淡江大學資訊管理學系
    Keywords: Group development;Electronic learning;Learning;Social interaction;Teachers;Collaborative learning;Educational technology;Educational research;Content analysis;Computer mediated communications
    Date: 2012
    Issue Date: 2012-01-12 06:41:46 (UTC+8)
    Publisher: Palmerston North: International Forum of Educational Technology & Society
    Abstract: In this study, we have investigated developmental patterns of virtual groups in the e-learning environment. Our findings suggest that for virtual groups formed for the purpose of e-learning, dependency and inclusion characterize the initial stage of group development, as such characteristics reinforce cooperative relationships and help to build a stronger social bond among group members. This is followed by the second stage, swift work, which enables participants to labor as a team and facilitates continual collaboration among members. However, the third stage, conflict, is inevitable, as conflicts provide important diagnostic evidence for each member to assess and adjust his or her values and preference. Finally, by overcoming conflicts, partners build strong bonding, which fosters intimate communication and provides many opportunities for frequent interactions that demonstrate concern and desire to satisfy the needs and wishes of one another. Our finding suggests that initial active dependency interactions in the first period provide a sense of coherence. Accordingly, the instructor of a virtual learning system should encourage learners to express their concern for one another in order quickly to build strong norms. In addition, as work intensifies, the instructor could aim to support both the effective interaction channels of groups as well as their task-focused activities. Finally, to improve members’ involvement and information sharing, the instructor could provide feedback to groups regarding their level of interactivity and encourage members to remind each other about the quality and quantity of individual contribution.
    Relation: Journal of Educational Technology & Society 15(3), pp.164–176
    DOI: 
    Appears in Collections:[資訊管理學系暨研究所] 期刊論文

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