Communication behaviors and trust in collaborative online teams

2008-01-01
This study investigates preservice teachers' trust levels and collaborative communication behaviors namely leadership, feedback, social interaction, enthusiasm, task and technical uncertainties, and task-oriented interactions in online learning environment. A case study design involving qualitative and quantitative data collection and analysis was employed. The sample consisted of 32 (24 female, 8 male) 3rd year foreign language education students who enrolled in the "Instructional Technology and Material Development" course at Middle East Technical University in Ankara, Turkey. The participants were involved in a four-month online project in the 'Learning to Teach with Technology Studio' (LTTS) course at Indiana University in the US to create a technology supported project-based learning unit for foreign language learners. At the end of the fourteen-week period, the participants filled out the online Group Trust Questionnaire consisting eight five-point Likert-type items and two open-ended questions. To identify the participants' online interactions, online discussion archives of the groups were analyzed. The findings showed that the groups with different trust levels showed different communication behaviors throughout the study, and midpoint of the group life was found critical moment for increasing or decreasing pattern of communication behaviors.
EDUCATIONAL TECHNOLOGY & SOCIETY

Suggestions

Online collaboration: Collaborative behavior patterns and factors affecting globally distributed team performance
Serce, Fatma Cemile; Swigger, Kathleen; Alpaslan, Ferda Nur; Brazile, Robert; Dafoulas, George; Lopez, Victor (2011-01-01)
Studying the collaborative behavior of online learning teams and how this behavior is related to communication mode and task type is a complex process. Research about small group learning suggests that a higher percentage of social interactions occur in synchronous rather than asynchronous mode, and that students spend more time in task-oriented interaction in asynchronous discussions than in synchronous mode. This study analyzed the collaborative interaction patterns of global software development learning...
Collaborative project-based learning: an integrative science and technological education project
Baser, Derya; Ozden, M. Yasar; Karaaslan, Hasan (2017-06-01)
Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills.Purpose: The study aims to understand how seventh grade students perceive a collaborative web-based science project in light of Wolff's design categories. The goal of the project is to develop their technological and collaborative s...
EXAMINING THE STUDENTS' PERCEPTIONS OF COLLABORATION, SOCIALIZATION AND TASK COMPLEXITY IN AN ONLINE COLLABORATIVE LEARNING ENVIRONMENT
Akin, Tayfun; KESKİN, SİNAN; ÇIRALI SARICA, HATİCE; Dalgıç, Ceylan; ERDEM, MUKADDES (2015-07-08)
This study was conducted to examine students' perceptions of collaboration, socialization and task complexity in an online collaborative learning environment. Implementation of the collaborative learning was performed via Google Docs. The study group consists of 43 fourth grade university students who take "Research Methods" course. The students were divided into 11 groups. The students were expected to prepare a research proposal in line with the problem statement which was determined by themselves as part...
Antecedents of better performing teams: test of perceived team job crafting model
Purtul, Tuğba; Bilgiç, Reyhan; Department of Psychology (2019)
This present study examined the relationship between team performance and its antecedents such as team task characteristics (autonomy, feedback, skill variety, task identity, and task significance), team personality (proactivity, collective efficacy) and interpersonal trust under job demands and resources framework model. Also, the sequential mediating effect of team job crafting and team work engagement in this relationship was investigated. The study surveyed 147 people, comprised of 46 teams, from differ...
UNIVERSITY STUDENTS’ EXPERIENCES IN ONLINE LEARNING: THE CASE OF ENGLISH PREPARATORY SCHOOL
Alpsoy, Zeynep Eda; Engin Demir, Cennet; Department of Curriculum and Instruction (2022-3)
This study aims to investigate student experiences, satisfaction, and the relationship between these two dimensions during the online language learning process at a preparatory school. Student experiences are examined with a focus on instructor support, peer relations, technical support and course activities and materials. Additionally, learner characteristics, such as gender, employment status, language level, achievement, prior online learning experiences, issues experienced in online learning and their r...
Citation Formats
S. T. Tokel and Z. Yıldırım, “Communication behaviors and trust in collaborative online teams,” EDUCATIONAL TECHNOLOGY & SOCIETY, pp. 132–147, 2008, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55168.