Teamwork Orientation, Group Cohesiveness, and Student Learning: A Study of the Use of Teams in Online Distance Education

Abstract

This research examines computer-supported collaborative learning. Master’s of business administration (MBA) students in an online program were surveyed to examine the extent to which an orientation toward teamwork and the development of group cohesiveness affect overall student learning and the learning that results specifically from team interactions (team-source learning). The results indicate that both teamwork orientation and group cohesiveness predict student learning, with group cohesiveness mediating the relationship between teamwork orientation and student learning. Teamwork orientation and group cohesiveness appear to be equally important predictors of team-source learning. The implications of this research for the use of teams in online distance education are discussed.

The role of academic motivation in Computer-Supported Collaborative Learning

“…This might reduce the connectivity and sense of belonging (relatedness) of a learner as well as reduce the perceived competences due to the occurring miscommunications, which in turn might reduce social interaction. According to Williams et al (2006), working and learning online can be a lonely and frustrating experience, in particular when the social interaction is limited. Tai (2008) argues that strong motivation is a prerequisite for online learning.…”

Building Effective Virtual Learning Teams Through Enhanced Team Processes

“…The creation and development of social interactions and personal relationships among team members is needed for enhancing working relationships, motivating students, and promoting student's creativity, productivity, and learning (Pauleen, & Pak, 2001;Tseng & Ku, 2011;Williams et al, 2006). In the online classrooms, team-based activities for collaboration can also raise motivation, retention rates, student satisfaction, and academic performance as students' interactions increase (Hu, 2015;Kuscu & Arslan, 2016;Williams et al, 2006). Through learner-to-learner interactions, team members complete major projects collaboratively in the team-based activities.…”

“…Through learner-to-learner interactions, team members complete major projects collaboratively in the team-based activities. Such a learning involves student's thinking, feeling, and acting in ways that promote both individual learning and collective learning that team members see themselves as a source of authority and knowledge (Williams et al, 2006).…”

Learning Analytics of Student Participation and Achievement in Online Distance Education: A Structural Equation Modeling

“…Online learners with a stronger sense of community and greater cognitive learning in a positive socio-emotional climate are expected to feel less isolated and more satisfied with academic programs (Rovai, 2002). Expectedly, prior research reveals that social presence is significantly associated with student learning and satisfaction (Garrison & Arbaugh, 2007;Shea, 2006;Williams, Duray, & Reddy, 2006). Social encounter is also seen as the driving force behind understanding and meaning making in social constructivism.…”