The Fundamentals And Fun Of Electronic Teamwork For Students And Their Instructors

Abstract

This paper reviews and integrates best practices for online teamwork for students and instructors from current and classical literature as well as the authors own six years of online teaching experience (over 40 online courses). A qualitative reflection of six graduate and six undergraduate courses in management, human resource management and organizational development using student teams via the internet were used in this study. An updated model of Tuckmans (1965) team development process is offered. Additional reflection on the use of confidential, student peer ratings are given. Samples of student feedback on the team experience in their courses are summarized along with lessons learned for the instructor and the student.

Cohesion in Online Student Teams Versus Traditional Teams

“…Although student teams are an important aspect of both traditional (face-to-face) and online instruction, research concerning online student teams is just emerging. Related research exists (Dool, 2007; Girnnell, Sauers, Appunn, & Mack, 2012; Goold, Craig, & Coldwell, 2008; Mueller, 2012; Piezon & Ferree, 2008), but there are no direct comparisons with traditional student teams nor has the underlying nature of online student teams been explored.…”

Understanding Students’ Experiences with Teamwork in the Australian Context

“…According to Van Knippenberg et al [15], it becomes more challenging for larger teams to make decisions and integrate ideas due to the lack of interpersonal relationships among the team members. Team members are perceived to have less support from each other and express more dissatisfaction within the team [16]. Also, according to a study conducted by Wheelan [17], larger teams experience lack of trust and structure within the team.…”