Your Teammate Just Sent You a New Message! The Effects of Using Telegram on Individual Acquisition of Teamwork Competence

Conde, Miguel Á.; Rodríguez‐Sedano, Francisco J.; Hernández-García, Ángel; Gutiérrez-Fernández, Alexis; Guerrero‐Higueras, Ángel Manuel

doi:10.9781/ijimai.2021.05.007

Cited by 4 publications

(4 citation statements)

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“…For the design of this EC, Telegram was used due to data encryption security (de Oliveira et al, 2016 ), cloud storage, and the privacy the student and instructor would have without using their personal social media platforms. Telegram has been previously used in this context for retrieving learning contents (Rahayu et al, 2018 ; Thirumalai et al, 2019 ), information and progress (Heryandi, 2020 ; Setiaji & Paputungan, 2018 ), learning assessment (Pereira, 2016 ), project-based learning, teamwork (Conde et al, 2021 ) and peer to peer assessment (P2P) (Pereira et al, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course

Kumar

2021

Int J Educ Technol High Educ

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Educational chatbots (ECs) are chatbots designed for pedagogical purposes and are viewed as an Internet of Things (IoT) interface that could revolutionize teaching and learning. These chatbots are strategized to provide personalized learning through the concept of a virtual assistant that replicates humanized conversation. Nevertheless, in the education paradigm, ECs are still novel with challenges in facilitating, deploying, designing, and integrating it as an effective pedagogical tool across multiple fields, and one such area is project-based learning. Therefore, the present study investigates how integrating ECs to facilitate team-based projects for a design course could influence learning outcomes. Based on a mixed-method quasi-experimental approach, ECs were found to improve learning performance and teamwork with a practical impact. Moreover, it was found that ECs facilitated collaboration among team members that indirectly influenced their ability to perform as a team. Nevertheless, affective-motivational learning outcomes such as perception of learning, need for cognition, motivation, and creative self-efficacy were not influenced by ECs. Henceforth, this study aims to add to the current body of knowledge on the design and development of EC by introducing a new collective design strategy and its pedagogical and practical implications.

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Section: Literature Reviewmentioning

confidence: 99%

Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course

Kumar

2021

Int J Educ Technol High Educ

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“…Many studies, both in student-centered and traditional learning environments, emphasize the need to distinguish between emergency remote teaching/learning experiences instituted during the pandemic and established online teaching and learning (OTL) practices (Aguilera-Hermida, 2020; Rapanta et al, 2021;Hodges et al, 2020;Lee et al, 2022). The latter practices originate from careful consideration of instructional design and planning and are often associated with flexibility of teaching in time and space (Hodges et al, 2020), paying particular attention to teachers' readiness for the transition to OTL (Scherer et al, 2021), and which digital spaces are compatible with and integrated into students' daily lives (Conde et al, 2021). Thus, it is likely that the most prevalent issues encountered during ERT in student-centered environments would have taken different forms if the teachers had time to carefully consider the learning design in accordance with the alternating modalities of the pandemic period.…”

Section: Discussionmentioning

confidence: 99%

“…As Jaiswal et al (2021) point out, teamwork skills develop over time, and team effectiveness has therefore been found to improve as students spend more time with one another over the semester. Consequently, remote learning might impede effective teamwork when this skill is yet to be developed by students (Conde et al, 2021).…”

Section: Student-student Interactionsmentioning

confidence: 99%

Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic

et al. 2023

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The aim of this paper is two-fold: firstly, to provide an overview of emerging digital practices that support collaborative learning, competency development, and digital literacy for student-centered learning environments in higher education during the rapid digital transition caused by pandemic-related lockdowns across the world, and secondly, to analyze and discuss how systematic reviews of generalized themes and trends can be combined with contextualized experiences and the lessons learned from the Covid-19 crisis to inform the digital transformation of higher education, with a particular focus on bridging the gap between campus-based teaching and online learning and on the identification of the digital competencies that teachers and students must acquire during the continuing shift into a ‘new normal’ for post-pandemic educational practices. This study was motivated by questions and findings emerging from an early reactive case study conducted by three of this paper’s co-authors (Lyngdorf et al., 2021a). By reviewing the full texts of 18 articles, this study provides a systematic literature review which maps the general landscape of the online, hybrid, and blended digital practices applied in existing student-centered learning environments in higher education since the onset of the pandemic. Furthermore, this mapping is used to revisit data and findings from the earlier reactive study of emerging digital practices in a specific problem- and project-based learning (PBL) environment. This study’s findings highlight critical factors and barriers related to emerging practices which support students’ interactions with teachers, content, and each other, as well as the emerging competencies that these practices will require. The paper concludes with a discussion of the main findings and their implications for further research and practice.

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“…El trabajo en equipo es esencial tanto en el entorno laboral como en el ámbito educativo, donde ha adquirido una gran relevancia (Conde et al, 2021), ya que la colaboración se lleva a cabo comúnmente dentro del aula (Alabdallat et al, 2021). Por eso, y como parte de sus responsabilidades, el docente debe supervisar y organizar las actividades didácticas con el fin de fomentar la participación conjunta y establecer un sistema de evaluación que mida la eficacia del trabajo en equipo (Tadesse et al, 2021).…”

Section: Introductionunclassified

El individualismo como conducta sustentable respecto al trabajo en equipo en la educación superior

Martínez García,

González Peña,

Pérez Zúñiga

et al. 2024

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El trabajo en equipo no es una habilidad intrínseca en la evolución individual, de ahí que suela requerir condiciones específicas para su funcionalidad y efectividad en el ámbito educativo. De hecho, los elementos fundamentales para alcanzar objetivos grupales dependen en gran medida de la capacidad individual y su interacción estimulante dentro del equipo. Por tal motivo, el presente trabajo se enfocó en responder la siguiente interrogante: ¿cuál es el estado actual del conocimiento sobre la relación entre el individualismo y el trabajo en equipo en el contexto de la educación superior? Para ello, la metodología consistió en una revisión narrativa orientada a identificar tres dimensiones de análisis: 1) individualismo, 2) aprendizaje cooperativo y trabajo en equipo, y 3) aprendizaje cooperativo o trabajo en equipo en conjunto con el individualismo. Los hallazgos demuestran que el trabajo en equipo se incorpora en el sistema educativo con el propósito de fomentar la construcción de conocimiento. No obstante, la literatura señala la necesidad de abordar la falta de atención de los alumnos para obtener resultados más favorables. Por otro lado, se observa que el individualismo demanda que los alumnos posean las competencias necesarias y la disposición para colaborar y aprender, a fin de lograr la máxima eficacia en el trabajo en equipo.

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Your Teammate Just Sent You a New Message! The Effects of Using Telegram on Individual Acquisition of Teamwork Competence

Cited by 4 publications

References 0 publications

Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course

Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course

Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic

El individualismo como conducta sustentable respecto al trabajo en equipo en la educación superior

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