How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?
How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?
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虚拟团队如何在 MOOC 中的在线学习任务中进行协作？
DOI：
10.19173/irrodl.v19i4.3528
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
A. Spruijt
中科院分区：
文献类型：
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作者：
D. Verstegen;A. Dailey;Herco Fonteijn;G. Clarebout;A. Spruijt
现代学习理论强调以学生为中心的自主学习。基于问题的学习（PBL）通过专注于围绕真实问题的小组学习来支持这一点。然而，PBL通常严重依赖于面对面的团队合作和导师指导。然而，当应用于在线/混合环境时，这些元素可能不可行甚至不可取。本研究探讨了虚拟团队如何在为期九周的大规模开放式在线课程（MOOC）的背景下，在PBL类任务的国际，虚拟团队工作的在线学习任务合作。通过对21个自组团队进行归纳性主题分析，归纳出5个主题：1）团队组建与团队构成; 2）团队流程（组织与领导）; 3）任务工作方法（任务分工与互动）; 4）工具使用; 5）外部因素（MOOC设计与互动）。总体研究结果显示，在线虚拟团队可以在没有广泛指导的情况下协作完成学习任务，但这需要额外的沟通和技术技能和支持。关于小组组织和任务工作的明确讨论、积极的气氛和接受不平等的贡献似乎是积极的因素。需要额外的支持，以帮助参与者为虚拟团队工作做好准备，发展数字素养，并激发更详细的头脑风暴和讨论。
Modern learning theories stress the importance of student-centered and self-directed learning. Problem-Based Learning (PBL) supports this by focusing on small group learning centered around authentic problems. PBL, however, usually relies heavily on face-to-face team collaboration and tutor guidance. Yet, when applied in online/blended environments, such elements may not be feasible or even desirable. This study explores how virtual teams collaborate in online learning tasks in the context of a nine-week Massive Open Online Course (MOOC) where international, virtual teams worked on PBL-like tasks. Twenty-one self-formed teams were observed. An inductive thematic analysis resulted in five themes: 1) team formation and team composition, 2) team process (organization and leadership), 3) approach to task work (task division and interaction), 4) use of tools, and 5) external factors (MOOC design and interaction with others). Overall findings revealed that online, virtual teams can collaborate on learning tasks without extensive guidance, but this requires additional communication and technological skills and support. Explicit discussion about group organization and task work, a positive atmosphere, and acceptance of unequal contributions seem to be positive factors. Additional support is required to prepare participants for virtual team work, develop digital literacy, and stimulate more elaborate brainstorming and discussion.