The paradox of trust in online collaborative groups

Smith, Regina O.

doi:10.1080/01587910802395839

Cited by 29 publications

(18 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The benefits of collaboration in groups have been confirmed in literature in terms of higher academic achievement, developing higher levels of reasoning and critical thinking, deeper engagement and improved analytic skills, and improving teamwork skills and interpersonal skills (Smith, 2008). Collaboration skills are highly valued in today's workplace (Wang, 2010) and thus important for students in higher education (Walton & Baker, 2009).…”

Section: Introductionmentioning

confidence: 65%

An investigation of collaboration processes in an online course: How do small groups develop over time?

Jahng¹

2012

IRRODL

View full text Add to dashboard Cite

<p>This study investigated communication patterns and behavior in problem-solving groups in a graduate online course. An inductive qualitative analysis method was employed to analyze 732 messages that were retrieved from small group forums. The current study identified a temporal pattern of group development was in comparison with existing theoretical models: the traditional group development model (Tuckman, 1965; Tuckman & Jensen, 1977) and the punctuated equilibrium model (Gersick, 1988; 1991). All the groups had two working phases and three decision-making points. The temporal pattern of group behavior was close to the phase transition concept of Gersick’s model. Some groups tended to undergo Tuckman’s stages, but their development stages were not necessarily sequential or hierarchical. Thus, it is concluded that Gersick’s model could be more useful for researchers and instructors to better understand and assist online students in problem solving collaborative activities. <br /><br /></p>

show abstract

Section: Introductionmentioning

confidence: 65%

An investigation of collaboration processes in an online course: How do small groups develop over time?

Jahng¹

2012

IRRODL

View full text Add to dashboard Cite

show abstract

“…Conflict is an issue for the individual when his/her personal values clash with those of other community members. Also, it is important to note that the individual imports personal issues into the group, which then become an issue for the group (Smith, ) and consequently may lead to conflict. In this review, we have categorised conflict types discussed in the literature as either: (1) intrapersonal sites of conflict: an individual with his/her personal values which are in conflict with the others (ie, “ethnographic characteristics” such as a priori experience‐knowledge, working preferences, wishes and interest [Ayoko, Härtel & Callan, ; Ference & Vockell, ; Huang, ; Johnson & Johnson, ; Ke & Chellman, ; Morgan, Dingsdag & Saenger, ]); or (2) interpersonal sites of conflict explicitly emerging during social interactions (conflict in power relationships [Blasé, ; Wenger, ] and in argument/counterargument [Stegmann, Weinberger & Fischer, ]).…”

Section: Literature On Conflictmentioning

confidence: 99%

Developing a model of conflict in virtual learning communities in the context of a democratic pedagogy

Öztürk¹,

Hodgson²

2015

Brit J Educational Tech

View full text Add to dashboard Cite

Turkey. Her research interests are information and communications technology in education and philosophy of educational technology. Vivien Hodgson is professor of networked management learning at Lancaster University Management School, Lancaster, UK. Her research interests are in networked learning, the learner's experience of learning and the design of learning opportunities from a critical pedagogy and constructionist perspective. Her interests include how theoretical debates that exist, together with changes and advances in information and communications technology impact on pedagogical practices and the nature, design, and experience of learning. AbstractIn this paper, we argue that in order to get a fuller understanding of the complexity of conflict in democratic pedagogies in online and blended learning settings, it is important to know not only how to manage or resolve it, but also how it is triggered and can be avoided. The emancipatory nature of democratic pedagogies fosters differences, and differences provide the basis for the emergence of conflict among learning community members. Much has been written on certain aspects of conflict, such as conflict management or effects of conflict; however, these studies are frequently disparate and fragmented. Conflict has a cyclical dynamic and the main purpose of this study has been to experimentally build an analytical model of this cyclical dynamic of conflict, drawing on both literature and research data. We believe that such a model might empower practitioners and designers of democratic pedagogies to embrace and work with the differences that lead to conflict, as a way to support collaborative learning and action. The model of conflict which emerged at the end of the study is supported by illustrative qualitative evidence and constituted in a diagrammatic depiction of analytic themes that illustrate the connections between these themes, and the values ascribed to them. The outcomes of this study have implications for developing learning strategies for distance and blended learners.

show abstract

“…For example, the article by Zembylas and Vrasidas (2007) looks at how learners and instructors use and interpret 'silence' (i.e., non-participation, confusion, or thoughtful reflection) in online courses. And an article by Smith (2008) investigates the role of trust in community-building processes and participation in online conferences. while the majority of this kind of research on online interaction is qualitative in nature, Jeong (2005) offers a set of quantitative methods for evaluating, modeling and even predicting group interactions in computer-mediated communication.…”

Section: Collaborative Learning and Online Interaction Patterns (2005mentioning

confidence: 99%

Mapping research trends from 35 years of publications inDistance Education

2016

View full text Add to dashboard Cite

This article maps out trends in distance education research and scholarship from 35 years of publications in the Distance Education journal. Titles and abstracts of 515 full papers were analyzed using the text-mining tool Leximancer TM to identify and describe themes in distance education research covered by these publications in the journal over the period 1980-2014. Analysis of titles and abstracts over 5-year periods reveals the following broad emerging themes over the seven time periods: professionalization and institutional consolidation (1980)(1981)(1982)(1983)(1984), instructional design and educational technology (1985)(1986)(1987)(1988)(1989), quality assurance in distance education (1990)(1991)(1992)(1993)(1994), student support and early stages of online learning (1995)(1996)(1997)(1998)(1999), the emergence of the virtual university (2000)(2001)(2002)(2003)(2004), collaborative learning and online interaction patterns (2005)(2006)(2007)(2008)(2009), and interactive learning, MOOCs and OERs (2010-2014). The place of these themes within waves of alternating institutional and individual research is discussed.

show abstract

The paradox of trust in online collaborative groups

Cited by 29 publications

References 19 publications

An investigation of collaboration processes in an online course: How do small groups develop over time?

An investigation of collaboration processes in an online course: How do small groups develop over time?

Developing a model of conflict in virtual learning communities in the context of a democratic pedagogy

Mapping research trends from 35 years of publications inDistance Education

Contact Info

Product

Resources

About