Team satisfaction, identity, and trust: a comparison of face-to-face and virtual student teams

Abstract

Our study explores the differences in the experiences and attitudes of students assigned to student teams in online courses versus face-to-face courses. The study was administered to 320 students in 14 sections (eight online and six face-to-face) of a graduate-level course. The results demonstrate that student ratings of team trust, team satisfaction, and team identity as assessed mid-semester are lower in online courses than face-to-face courses. As the semester progressed, these course modality differences in student perceptions of team trust and satisfaction diminished. However, feelings of team identity remained lower in online courses than in face-to-face courses through to the end of the semester. Implications for online instruction and recommendations for future research are offered.

Using composite structural equation modeling to examine high school teachers' acceptance of E-learning after Covid-19

“…On the other hand, the effective implementation of e-learning and integration of it with conventional face-to-face teaching and learning are essential to its success (Tarus et al, 201;5 Wut & Lee, 2022). Many myths arise concerning the implementation and continuity of e-learning (Mayfield & Valenti, 2022). These misunderstandings are the causes of the difficulties that e-learning communities experience.…”

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“…On the other hand, the effective implementation of e-learning and integration of it with conventional face-to-face teaching and learning are essential to its success (Tarus et al, 201;5 Wut & Lee, 2022). Many myths arise concerning the implementation and continuity of e-learning (Mayfield & Valenti, 2022). These misunderstandings are the causes of the difficulties that e-learning communities experience.…”