Incorporating the student perspective in designing a virtual team classroom environment: an elaborated action design science research approach

Kutz, Diane; Cumbie, Barry A.; Mullarkey, Matthew

doi:10.1108/jrit-02-2022-0007

Cited by 3 publications

(4 citation statements)

References 36 publications

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“…Student groups are a vital tool in education, fostering higher-order learning and skills such as selfmanagement, conflict resolution, and communication (Bartel-Radic et al, 2015). Instructors adopt diverse strategies to enhance team cohesion and effectiveness, including team formation and feedback methods (Koppenhaver & Shrade, 2003;Kutz et al, 2022;Zhao et al, 2021). Collaborative learning offers numerous benefits like enhanced communication and interpersonal skills, active learning, increased knowledge acquisition, and motivation.…”

Section: Team-based Learningmentioning

confidence: 99%

Transfer of Training and Awareness of Learning Style: The TOTALS Capstone Experience

Carter,

Cumbie,

Stafford

et al. 2024

JHETP

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Building on the research foundations of the traditional team-based business simulation environment, we present a new Transfer of Training and Awareness of Learning Style (TOTALS) Capstone model that draws from Organizational and Transfer of Training literature. This research-to-practice insight supports and describes how the Capstone simulation is sequenced with a team-based learning experience first and individual application second, thereby mirroring corporate training practices. This approach allows students to collaborate and exchange ideas, emulating workplace dynamics, and then demonstrate their understanding and skills during individual rounds. The model incorporates a reflection exercise to foster self-awareness of students’ learning styles and the best possible self, an important step toward empowering them to implement the skills and knowledge gained while working with a team. Lastly, we present results of an exploratory study that indicate that students of the Accommodator learning type are well-positioned to successfully transfer knowledge from training into individual success.

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Section: Team-based Learningmentioning

confidence: 99%

Transfer of Training and Awareness of Learning Style: The TOTALS Capstone Experience

Carter,

Cumbie,

Stafford

et al. 2024

JHETP

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“…Once the problem was better understood, a new artefact was designed, implemented, and evaluated. Kutz et al (2022) used eADR to design and implement a virtual team classroom environment artefact, promoting effective student teamwork by considering and actively engaging the student. During Evaluation of the implemented artefact, they identified dissatisfaction with the variety of tools required in the solution, which warranted an additional cycle of eADR.…”

Section: Applications Of Eadrmentioning

confidence: 99%

“…During Evaluation of the implemented artefact, they identified dissatisfaction with the variety of tools required in the solution, which warranted an additional cycle of eADR. According to Kutz et al (2022), the eADR process enabled them to yield non-obvious diagnoses and actionable steps for continually incorporating the everchanging social aspects unique to students. Van Wyk et al (2020) and Dixon and Sundaraj (2020) applied the eADR and used an objective-centred entry point.…”

Section: Applications Of Eadrmentioning

confidence: 99%

Demonstrating the Elaborated Action Design Research (eADR) Model to Address Communication Challenges During Software Development

Venter

Vries²

2022

Syst Pract Action Res

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Communication is a powerful, universal, everyday activity that impacts many, if not all, aspects of our lives.The importance and complexities of communication are however still often overlooked. Inadequate communication during software development projects at a medium-sized enterprise, Company-GIS (CGIS), caused delays in project tasks, negatively impacting quality, on-time delivery, and delivery within budget. In this study, we argue that a collaborative methodology was required to ensure adequate diagnosis of the problem, creating multiple artefacts to address the communication problems. We argue that a recent research methodology called action design research (ADR) is best suited for a practice-inspired problem. Acknowledging the latest developments within the ADR discipline, we believe that the elaborated action design research (eADR) process model addressed the need to explicitly show our knowledge contributions in the form of two artefacts: (1) An Agile requirement engineering solution (ARES) to address the communication problems, the primary artefact; and (2) A taxonomy of perceived communication problems, a secondary artefact. In this experience report, we indicate that the eADR process model was instrumental in facilitating diagnosis, followed by design, implementation, and evolution of the primary artefact, the ARES. The practical demonstration of ARES also highlighted the need for further evolution of the eADR as a method artefact. Based on our reflections on applying the eADR, we suggest changes to the eADR including an additional design cycle phase, suggestion, between problem formulation and artefact creation, as well as merging reflection and learning into a single phase.

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“…It is not surprising therefore that there has been an expanding volume of literature exploring use of digital technologies that enable live online collaboration between learners and educatorssuch as BlackBoard Collaborate, Teams, Zoom, Moodle, etc. (see Kutz et al, 2023;Neuwirth et al, 2021) that explore the limitations and opportunities of online and distance educational experiences (e.g., Adedoyin and Soykan, 2023;Neromi et al, 2019;Simonson et al, 2019). A potential advantage of live online collaborative learning platforms is, theoretically, the educational possibility of mirroring face-to-face learning activities in which there is rich interactive dialogue between teacher and learners (Batdı et al, 2023;Nyathi and Sibanda, 2023).…”

Section: Introductionmentioning

confidence: 99%

Reimagining online teacher education: combining self-directed learning with peer feedback for interaction and engagement

Morris,

Schön,

Drayson

2023

JRIT

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PurposeThere has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.Design/methodology/approachThe authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?FindingsThe thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.Originality/valueThis paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

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Incorporating the student perspective in designing a virtual team classroom environment: an elaborated action design science research approach

Cited by 3 publications

References 36 publications

Transfer of Training and Awareness of Learning Style: The TOTALS Capstone Experience

Transfer of Training and Awareness of Learning Style: The TOTALS Capstone Experience

Demonstrating the Elaborated Action Design Research (eADR) Model to Address Communication Challenges During Software Development

Reimagining online teacher education: combining self-directed learning with peer feedback for interaction and engagement

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