Factors Influencing Students’ Perceptions of Online Teamwork

Falls, Irina; Bahhouth, Victor; Chuang, Chiuchu; Bahhouth, Jocelyne

doi:10.1177/2158244014525415

Cited by 18 publications

(13 citation statements)

References 16 publications

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“…Students' previous engagement in learning teamwork KSAs can certainly have an effect on teamwork attitudes, teamwork self-efficacy and online teamwork self-efficacy. Learning teamwork KSAs can make a positive impact on students' perceptions of teamwork (Falls et al, 2014). Compared to face-to-face students, online students may not have the same opportunities to learn teamwork KSAs.…”

Section: Research Model and Backgroundmentioning

confidence: 99%

Teamwork attitudes, interest and self-efficacy between online and face-to-face information technology students

Konak¹,

Kulturel-Konak²,

Cheung

2019

TPM

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Purpose Challenges of teamwork in online classes may adversely affect students’ future attitudes toward teamwork. Further, there is a concern about whether online programs foster students’ teamwork skills. To answer these questions, the purpose of this paper is to compare online and face-to-face students’ attitudes toward teamwork, interest in learning teamwork skills and teamwork self-efficacy. Design/methodology/approach The authors developed a conceptual model explaining how students’ background, engagement in learning teamwork, teamwork self-efficacy and interest in learning teamwork affect attitudes toward teamwork and rigorously tested the model for a meaningful comparison between online and face-to-face students. Attitudes toward teamwork, teamwork interest and teamwork self-efficacy of 582 online and face-to-face students who attend the same academic program were compared. Findings The results suggest that online students have less positive attitudes towards teamwork compared to face-to-face students although online students have a higher level of teamwork self-efficacy. Therefore, online students’ relative less positive attitudes toward teamwork cannot be explained by the lack of engagement, teamwork skills or interest. Research limitations/implications The homogeneity of the sample population is one of the limitations of the paper although it provides the opportunity for a comparative study of online and face-to-face students by controlling the majors. Practical implications Instructors should evaluate the appropriateness of team assignments while incorporating teamwork in online classes. Originality/value Concerns about online teamwork are discussed but have not been rigorously investigated in the literature. The authors conducted a comprehensive study involving 582 undergraduate students. The findings of this paper suggest that new approaches are needed to incorporate teamwork in online classes. The results also show that importance of building teamwork self-efficacy.

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Section: Research Model and Backgroundmentioning

confidence: 99%

Teamwork attitudes, interest and self-efficacy between online and face-to-face information technology students

Konak¹,

Kulturel-Konak²,

Cheung

2019

TPM

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“…Students' perceptions towards teamwork may be influenced not only by their personality (Myers et al 2009) or communication skills (De Rosa andLepsinger, 2010) but also by their experience on team-working (Falls et al 2014); a skill that it is not lectured but learned by doing.…”

Section: A Drawback For Most Of Them Was the Methodological Strategy mentioning

confidence: 99%

Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

Andreu-Andrés

2015

Rev. Complut. Educ

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The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students' perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The different number of participants per group (eighty-five and sixty-five, respectively) as well as the use of two active learning strategies, either collaborative or cooperative, did not show differences in the results from a qualitative perspective.

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“…Falls et al (2014) concluded that students' perception of group work is influenced by personal factors and that this perception affects student performance as group members.…”

Section: Perceived Benefits and Risks Of Group Workmentioning

confidence: 99%

Managing group work in the classroom: An international study on perceived benefits and risks based on students’ cultural background and gender

Šerić

Praničević

2018

mjcmi

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Factors Influencing Students’ Perceptions of Online Teamwork

Cited by 18 publications

References 16 publications

Teamwork attitudes, interest and self-efficacy between online and face-to-face information technology students

Teamwork attitudes, interest and self-efficacy between online and face-to-face information technology students

Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

Managing group work in the classroom: An international study on perceived benefits and risks based on students’ cultural background and gender

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