Building an online wisdom community: A transformational design model

Gunawardena, Charlotte Nirmalani; Jennings, Barbara J.; Ortegano-Layne, Ludmila; Frechette, Casey; Carabajal, Kayleigh; Lindemann, Ken; Mummert, Julia

doi:10.1007/bf02940929

Cited by 11 publications

(9 citation statements)

References 5 publications

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“…Interactions that are carefully designed and implemented by the instructor are critical to promote critical thinking, clarify learning objectives, encourage and support students, maintain social equality in the group, and foster collaboration and reflection in the learning community (Gunawardena et al, 2004;Shea & Bidjerano, 2009).…”

Section: The Significance Of Interactionmentioning

confidence: 99%

Online Education: Best Practices to Promote Learning

Finch

Jacobs

2012

Proceedings of the Human Factors and Ergonomics Society Annual

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The purpose of this paper is to discuss best practices and the evidence literature related to online education. High quality educational experiences in human factors and ergonomics (HFE) are of interest to the global ergonomics community in order to promote the development of the profession, enhance the skill set of HFE practitioners, and facilitate the translation of knowledge into practice (Dul et al., 2012). Online education provides a potentially powerful tool to connect HFE practitioners and students at a global level and is an effective educational method that produces equal or superior learning outcomes as compared to more traditional face-to-face learning environments (Allen & Seaman, 2010). In addition, new technology makes online education attractive to both learners and instructors as multiple methods of delivery and design are available to enhance communication (Rovai, Ponton & Baker, 2008) and meet the educational goals and the needs of the learner (Trujillo, 2007;Shearer, 2007). However, the quality of the education experience and careful attention to course design and delivery is necessary to achieve the desired learning outcomes and meet needs of adult learners in the online learning environment.

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Section: The Significance Of Interactionmentioning

confidence: 99%

Online Education: Best Practices to Promote Learning

Finch

Jacobs

2012

Proceedings of the Human Factors and Ergonomics Society Annual

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“…Assuming that conflicts have been resolved successfully, members feel secure with, and trusting of, one another and the leader. They feel no need to question their partners' motives and commitment, and their attention to structures and roles during this stage significantly increases the team's capacity to work effectively and productively (Duphorne & Gunawardena, 2005; Newhagen & Rafaeli, 1996; Poole, 1983; Gunawardena, Jennings, Ortegano‐Layne, Frechette, Carabajal, Lindemann, & Mummert, 2004). The consequence of this is further development of identification‐based trust.…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

An Exploratory Study of Trust Dynamics in Work-Oriented Virtual Teams

Kuo

2009

Journal of Computer-Mediated Communication

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This study explores trust development and maintenance in temporary, work-oriented virtual teams, and examines the effect of trust on communication and cohesiveness. Results suggest that for work-oriented virtual teams formed on a temporary basis, members swiftly develop calculus-based trust in order to assess the outcomes and costs of maintaining team relationships. Members also rely on prior knowledge to determine other members' competence so that they can make predictions about one another's behaviors. Thus, both calculus-based and knowledge-based trust play accentuating roles in the initial development of work-oriented virtual teams. Identification-based trust also develops swiftly initially, but is relatively insignificant compared to the other two types of trust. Finally, initial trust may correlate to both later communication and later cohesiveness.Key words: work-oriented virtual teams, trust development doi:10.1111/j. 1083-6101.2009.01472.x IntroductionComputer-mediated communication (CMC) technology, such as the Internet, has the potential to overcome spatial and temporal barriers in human communication. CMC systems are sociotechnical systems for supporting such activities as knowledge learning and sharing free from constraints of time and place. Work-oriented virtual teams, composed of parties that have not worked together previously, are becoming the norm in organizations for completing temporary team tasks or project engagements Jarvenpaa, Shaw, & Staples;McKnight, Cummings, & Chervany, 1998). Unlike the traditional teams that are allowed to develop slowly, these teams are required to be effective in completing tasks and meeting various demands from the beginning to the end of the group life. This is especially visible as companies rely more and more on outsourcing in their business operations. In this pursuit, many researchers have focused on understanding the role of trust in influencing the performance of work-oriented virtual teams (Tyler . Trust is ''a state involving confident positive expectations about another's motives with respect to oneself in situations entailing risk '' (Boon & Holmes, 1991, p. 194). For teams in traditionally physical settings, trust has been seen as an essential part of a healthy personality (Erikson, 1997;McKing, Choudhury, & Kacmar, 2002;Shaver & Hazan, 1994), as a foundation for interpersonal relations (Ba & Pavou, 2002;Brown, Poole, & Rodgers, 2004), as a foundation for cooperation (McKnight et al., 1998), and as the basis for stability in social institutions (Aubert & Kelsey, 2003;Larsen & McInerney, 2002;Paul & McDaniel, 2004;Jarvenpaa et al., 2004). 823 &Yet, for temporary, work-oriented virtual teams consisting of members that are geographically dispersed and accountable to different stakeholders, responses often are not synchronized and information exchange can become decoupled from events (Jarvenpaa & Leidner 1998). Hence, there exists much difficulty in monitoring and managing team performance (Chidambaram, 1996;Kollock & Smith, 1996;Paul & McDaniel, 2004;...

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“…Previous studies have extensively examined the effectiveness of mentoring university faculty on online teaching and learning in higher education (Barczyk, Buckenmeyer, & Feldman, 2010;Dittmar & McCracken, 2012;Drouin, Stewart, & Van Gorder, 2015;Gabriel & Kaufield, 2008;Gunawardena et al, 2004;McNaught, 2003;Vaill & Testori, 2012). The studies have examined different approaches to help faculty develop, teach and/or redesign online courses, including the Learning Technology Mentor Program (LTM; McNaught, 2003); Final Outcome Centered Around Learner (FOCAL) model (Gunawardena et al, 2004); the Mentoring, Engagement, Technology, and Assessment (META) model (Dittmar & McCracken, 2012); the Online Student Success Project (Drouin et al, 2015); and the Distance Education Mentoring Program (Barczyk et al, 2010).…”

Section: Mentoring University Facultymentioning

confidence: 99%

“…The FOCAL model, within the WisCom design model, was designed to utilize the network capabilities of the Internet to develop online "thought communities." The FOCAL model was created to serve as a guide for IDs to design active learning environments in which learners engage in reflective dialogue and collaborative learning (Gunawardena et al, 2004;Gunawardena et al, 2006). Mentoring aided in supporting new members and recognizing people in the community who served as mentors.…”

Section: Mentoring University Facultymentioning

confidence: 99%

“…Mentoring aided in supporting new members and recognizing people in the community who served as mentors. Both mentors and mentees indicated positive learning gains and knowledge transformation across the community as well as successful implementation for most of the conditions of learning (Gunawardena et al, 2004). Gabriel and Kaufield (2008) have implemented a reciprocal model of mentoring where a mentor, experienced with online course delivery and pedagogy, worked with six online instructors.…”

Section: Mentoring University Facultymentioning

confidence: 99%

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The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses

Olesova

Campbell

2019

OLJ

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The 2017 Survey of Faculty Attitudes on Technology conducted by Insider Higher Ed reported on the low percentage of partnerships between university faculty and instructional designers in online course development. Experts were unsurprised because instructional designers (IDs) are underutilized, and their role in higher education is still not clear (Richardson et al., 2019). This qualitative study examined the faculty members' perceptions (n=11) about their mentorship relationships with IDs when they designed and developed asynchronous online courses together. This study also explored factors that may lead to successful mentorship relationships in which IDs are mentors and faculty members are mentees. The results of this study found that faculty perceived that working cooperatively with IDs was effective because they were able to align resources and instructional strategies with learning outcomes; they used time efficiently; and they were also able to apply acquired skills to the development of online courses. Based on semistructured interviews with the university faculty, this study revealed that motivation, open-mindedness, and working relations were the major factors that affected the cooperative mentorship relationships between faculty and IDs to produce and teach an online course of high quality. These results support findings in previous studies on the effectiveness of collaboration between faculty and IDs in higher education. Moreover, this study found evidence that cooperative mentorship relationships between university faculty and IDs can lead to the development of online courses of high quality. Higher education administration, university faculty, and IDs will benefit from the results of this study.

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Building an online wisdom community: A transformational design model

Cited by 11 publications

References 5 publications

Online Education: Best Practices to Promote Learning

Online Education: Best Practices to Promote Learning

An Exploratory Study of Trust Dynamics in Work-Oriented Virtual Teams

The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses

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