Asynchronous team support: Perceptions of the group problem solving process when using a CyberCollaboratory

Dufner, Donna; Park, Yong‐Tae; Kwon, Ojoung; Peng, Qinru

doi:10.1109/hicss.2002.993851

Cited by 12 publications

(8 citation statements)

References 13 publications

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“…Dufner et al (2002) found that 2 weeks was insufficient for accomplishing a group task; however, in this study, the intent of the learning experience was neither interprofessional learning nor related to patient decision making. We intentionally used facilitators to guide learning processes and designed health care problems that would promote interprofessional interactions.…”

Section: 1mentioning

confidence: 60%

“…This speaks of the need to allow students' opportunities to reflect, debrief, and learn from ''negative'' as well as ''positive'' experiences. E-learning is reported to allow students to take more time to formulate their thoughts and promote reflection (Dufner et al 2002). Without opportunities to discuss discomforting situations they have observed, there is a risk that students will not buy into the philosophy or may perceive that collaborative practice is an unattainable ideal.…”

Section: 1mentioning

confidence: 99%

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Students’ perceptions of interprofessional learning through facilitated online learning modules

et al. 2010

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Background: Asynchronous e-learning is an appealing option for interprofessional education (IPE) as it addresses the geographic and timetabling barriers often encountered when organizing activities across educational programs. Aim: This study examined the extent to which pre-licensure students were able to learn with, from, and about each other through completion of innovative online IPE learning modules. Methods: Seventy-seven students completed e-learning modules developed through a consortium of educational institutions. Evaluation was primarily qualitative through focus groups, interviews, analyses on off-line discussions and an online feedback form. Results: Qualitative analyses of the discussion fora revealed that students were able to solve problems collaboratively, clarify their professional roles, and provide information from their professional perspective. Focus groups and interviews reinforced that students recognized the importance of working together and implicate clinical education as an important venue to reinforce learning about collaborative practice. Analyses of the online feedback form suggest the need for clear processes related to group assignments and deadlines. Conclusion: Students learned about each other's role, solved problems together and had positive perceptions of the online modules as a venue for interprofessional learning. Results are encouraging to those interested in using e-learning in IPE as part of an overall curriculum.

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Section: 1mentioning

confidence: 60%

Section: 1mentioning

confidence: 99%

Students’ perceptions of interprofessional learning through facilitated online learning modules

et al. 2010

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“…Also, asynchronous communication in virtual teams may be more effective in some aspects since communication can take place over an extended period of time. The delay between response and feedback can provide members with the opportunity to think about the problems and reflect more efficiently before responding [38].…”

Section: Successful Communication Demands the Foundation Of Mutual Knmentioning

confidence: 99%

A model to develop effective virtual teams

Lin

Standing

Liu

2008

Decision Support Systems

163

124

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A review of the literature shows the factors that impact on the effectiveness of virtual teams are still ambiguous. To address this problem we developed a research design that included a meta-analysis of the literature, a field experiment and survey. The meta-analysis identified factors which impact on the effectiveness of virtual teams which were then validated by a field experiment and survey. The results of the study indicate that social dimensional factors need to be considered early on in the virtual team creation process and are critical to the effectiveness of the team. Communication is a tool that directly influences the social dimensions of the team and in addition the performance of the team has a positive impact on satisfaction with the virtual team. A major contribution of the paper is an integrated model of factors that contribute to virtual team effectiveness

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“…As large groups using group support systems (GSS) appear to benefit more than smaller groups [47], research findings suggest that group support systems can facilitate knowledge acquisition [26], improve decision quality and quantity, enhance participant satisfaction [7], and reduce the cost and length of meetings. The outcome is that efficiency and productivity are boosted (some clear examples of this can be found in [47]), though diminished group satisfaction, less socialization among the group, and meeting coordination problems have been pointed out as process drawbacks [14,28,30,47].…”

Section: Introductionmentioning

confidence: 95%

Managing Divergent Information: Enhancing Document Expressiveness

Antunes

Costa

Maçãs

2006

Proceedings of the 39th Annual Hawaii International Conference on System Sciences (HICSS'06)

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In distributed environments, especially those where asynchronous work is the main rule, organizations need to protect their information's integrity and persistence from the manipulation of shared information resources performed by multiple users. To deal with this scenario the divergent information management aims to support and solve (whenever possible) concurrent manipulation relative to shared information artifacts. Though several approaches can deal with this situation, none of them aims directly at knowledge management or organizational memory creation. In this paper we capitalize on earlier divergent information management approaches, presenting a divergent information model, based on information structuring rather than locking mechanisms over shared resources, as a means for reinforcing the connection between distributed collaboration, decision-making and knowledge management, by enhancing document expressiveness (its persistence and linking). We then use this model as a basis for a computer-supported system to handle divergent information and present detected problems and guidelines for future research..

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Asynchronous team support: Perceptions of the group problem solving process when using a CyberCollaboratory

Cited by 12 publications

References 13 publications

Students’ perceptions of interprofessional learning through facilitated online learning modules

Students’ perceptions of interprofessional learning through facilitated online learning modules

A model to develop effective virtual teams

Managing Divergent Information: Enhancing Document Expressiveness

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