Team development and group processes of virtual learning teams

Johnson, Scott D.; Suriya, Chanidprapa; Yoon, Seung Won; Berrett, Jared V; Fleur, Jason La

doi:10.1016/s0360-1315(02)00074-x

Cited by 177 publications

(100 citation statements)

References 9 publications

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“…In other words, it attempts to generate and utilize spaces of human interaction (learning communities) that allow the development of the intangible assets that support the organization in the achievement of its objectives (Vignolo 1998). The creation of new knowledge is not only learning about other knowledge or the acquisition of external knowledge but is, basically, an internal construction or reconstruction that is given to the individual as much as it is to the organization in learning communities (Brown and Duguid 1991;Johnson et al 2002), that plays an important role in the capacity of innovation on the part of the organization (Vignolo 1998;Perry-Smith and Shalley 2003).…”

Section: Discussionmentioning

confidence: 99%

Management of Knowledge, Information and Organizational Learning in University Libraries

Figueroa¹,

González²

2006

Libri

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Section: Discussionmentioning

confidence: 99%

Management of Knowledge, Information and Organizational Learning in University Libraries

Figueroa¹,

González²

2006

Libri

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“…Any attempt to enforce collaboration would improve learning outcomes (Johnson et al, 2002;Slavin, 1996). Kreijns et al (2003) state that conceptual approaches to enforce collaboration include conditions such as:…”

Section: Related Workmentioning

confidence: 99%

“…This refers to the degree to which the performance of a single member is dependent on the performance of all others Johnson et al (2002) as cited by Strijbos et al (2004).…”

Section: Related Workmentioning

confidence: 99%

“…There is a consensus among researchers that learning is most effective when learners work in groups, exchange ideas with their partners and collaborate to achieve solutions to problems (Johnson et al, 2002;Slavin, 1996). Consequently, researchers have attempted to define conceptual approaches that support collaboration (Kreijns et al, 2003;Slavin, 1996), deploy instructional methods to enforce collaborative group work (Lehtinen et al, 1999) and explore the best use of social technologies to improve collaboration (Harris and Rea, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Collaborative learning in multi-user virtual environments

Ibáñez

Rueda

Maroto

et al. 2013

Journal of Network and Computer Applications

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Keywords: 3D virtual w orlds; Collaborative learning techniques a nd platforms; Collaborative w orkflows a nd a pplications C ollaborative workspaces a nd applications Abstract: Multi-user virtual environments (MUVEs) have captured the attention and interest of educators as remote collaborative learning environments due to their immersion, interaction and communication capabilities. However, productive learning interactions cannot be considered a given and careful consideration of the design of learning activities and organizational support must be provided to foster collaboration. In this paper, a model to support collaborative learning in MUVEs is presented. This model enables the scaffolding of learning workflows and organizes collaborative learning activities by regulating interactions. Software architecture is developed to support the model, and to deploy and enact collaborative learning modules. A user-centered design has been followed to identify successful strategies for modeling collaborative learning activities in a case study. The results show how interactions with elements of 3D virtual worlds can enforce collaboration in MUVEs.

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“…• Monitor discussions for emerging conflicts and preempt or resolve conflicts discretely, if required; participants disengage easily from a distance discussion when conflicts arise, and it is difficult to resolve conflicts in a distance environment (Johnson et al, 2001). …”

Section: Performance Coachingmentioning

confidence: 99%