Team shared mental model as a contributing factor to team performance and students’ course satisfaction in blended courses

Johnson, Tristan E.; Top, Ercan; Yükseltürk, Erman

doi:10.1016/j.chb.2011.07.012

Cited by 24 publications

(16 citation statements)

References 23 publications

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“…This attraction should enhance sojourners' psychological wellbeing. Studies have also suggested that the degree of sharedness in mental models among team members has a positive influence on member satisfaction (e.g., Edwards & Cable, 2009;Johnson, Top, & Yukselturk, 2011). Likewise, discrepancies in mental models may lead to mutual disliking or misunderstanding.…”

Section: Person-culture Fit and Cultural Adaptation Outcomesmentioning

confidence: 99%

The Role of Person-Culture Fit in Chinese Students' Cultural Adjustment in the United States: A Galileo Mental Model Approach

2016

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This article used a Galileo multidimensional scaling model to explain how intercultural communication affected sojourners' wellbeing in their host culture through the convergence of the mental models between sojourners and host nationals with whom the sojourners communicated. Participants were 126 sojourning Chinese in the United States and 30 associated domestic Americans. Data were collected shortly after the Chinese sojourners arrived in the United States and again 3 months later. A measure of person-culture fit was generated by comparing each Chinese sojourner's mental model with the aggregate mental model of the associated domestic Americans. Results showed that the amount of intercultural communication had a significant effect on person-culture fit, in turn affecting sojourners' adaptation outcomes. Theoretical and practical implications of the results are discussed.

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Section: Person-culture Fit and Cultural Adaptation Outcomesmentioning

confidence: 99%

The Role of Person-Culture Fit in Chinese Students' Cultural Adjustment in the United States: A Galileo Mental Model Approach

2016

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“…The recent approaches to student satisfaction relate to research on teamwork, team performance and collaborative learning (Johnson, Top, & Yukselturk, 2011;Fransen, Kirschner, & Erkens, 2011;Ku, Wei Tseng, & Akarasriworn, 2013), or on satisfaction with e-learning courses (Novo-Corti, Varela-Candamio and Ramil-Díaz, 2012) and virtual learning systems (Lin, 2012). One shared conclusion of the mentioned studies is that students' satisfaction with different aspects of the instructional design is of key importance when discussing the effectiveness of the educational process.…”

Section: Learning Satisfactionmentioning

confidence: 97%

Attitudes towards Academic Learning and Learning Satisfaction in Adult Students

Topală

2014

Procedia - Social and Behavioral Sciences

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The current paper presents a study regarding adult students' attitudes towards academic learning, seen as an ongoing sociallyintegrated and personally-consistent process, in linkage to learning satisfaction, in its multifaceted structure and complex understanding. The study aims to investigate how do students, who are above the average age of most of their faculty colleagues, relate to the academic endeavor and also their preferences and perceived abilities when it comes to learning and the consequent challenges. For this reason, a convenience sample of 80 adult students, ages 25 to 57, was involved and asked to give an input regarding different learning-related aspects. From a methodological point of view, a questionnaire consisting of 19 closed-ended items was used, measuring, on one hand, one's perception regarding learning contexts and outcomes, and on the other hand, the self-perceived efficiency of one's learning efforts, on a five-point Likert scale. The findings were put in a relationship with the learning satisfaction measured for the whole academic experience, for each individual. Learning satisfaction was measured through a 26 items inventory referring to the concept from a factorial perspective (six identified factors pertaining to learning satisfaction), on a six-point intensity scale. Results converge into a perspective where age is an intriguing factor in possibly differentiating between attitudinal patterns concerning learning and satisfaction that pertain to the academic experience.

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“…Rather than emphasizing instruction and lecture, this approach encourages open discussion by which the instructor and students create shared mental models of course concepts, formulae, and frameworks. It has been shown that this spirit of mental model collaboration leads to improvements in performance for those involved in learning (Johnston, Top, & Yukselturk, ). It is also important to note that in accordance with cognitive fit theory, instructors who can adapt the visual presentation of information to the tasks being elicited of students tend to be more successful in the classroom (Vessey, ; Keller & Karau, ).…”

Section: Using Scp To Integrate Llmentioning

confidence: 99%

Using Social Constructivist Pedagogy to Implement Liberal Learning in Business Education

Chandler

Teckchandani

2015

Decision Sci J Innov Edu

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This article outlines how decision sciences instructors, by pairing Liberal Learning (LL) philosophy with Social Constructivist Pedagogy (SCP), can lead the way in transforming business education. It outlines how these educators can cultivate more critical thinking and creativity in their classrooms in order to prepare students for the ‘real problems’ they will face in today's complex and global world. Instructors can accomplish this when they adjust ‘how’ they teach (rather than ‘what’ they teach) so that students become active learners rather than passive listeners. The purpose of the article is to outline the outcomes advocated by the LL philosophy (Colby, Ehrlich, Sullivan, & Dolle, 2011), and describe how SCP, a pedagogical process, can help decision sciences instructors achieve these outcomes (Vygotsky, 1978). Instructors essentially become facilitators of discussion and dialogue rather than the sole distributor of knowledge in the classroom. Two sample implementations of SCP and LL are also discussed.

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Team shared mental model as a contributing factor to team performance and students’ course satisfaction in blended courses

Cited by 24 publications

References 23 publications

The Role of Person-Culture Fit in Chinese Students' Cultural Adjustment in the United States: A Galileo Mental Model Approach

The Role of Person-Culture Fit in Chinese Students' Cultural Adjustment in the United States: A Galileo Mental Model Approach

Attitudes towards Academic Learning and Learning Satisfaction in Adult Students

Using Social Constructivist Pedagogy to Implement Liberal Learning in Business Education

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