Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work
Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work
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教师对在线协作学习的看法：被认为促进和阻碍成功在线小组工作的因素
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Bosung Kim
中科院分区：
文献类型：
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作者：
Heejung An;Sangkyun Kim;Bosung Kim
本研究探讨在职教师认为的因素，无论是促进或阻碍成功完成网上小组工作的虚拟研究生院的教育计划。基于对开放式问题的定量定性数据分析，确定了五个促进因素：（a）个人问责制，（B）情感团队支持，（c）积极的团队领导者的存在，（d）建立共识的技能，（e）明确的指示。教师参与者也感知到七个阻碍因素。虽然其中四个因素描述了缺乏上述促进因素，另外三个提出了新的，有问题的问题，需要进一步考虑在线教师教育计划。在这篇文章的最后，建议提供了在线教师教育者可能会考虑，因为他们在网上环境中启动小组项目。
This study examined the factors perceived by in-service teachers as either facilitating or impeding successful completion of online group work in a virtual graduate school of education program. Based on a quantified qualitative data analysis of open-ended questions, five facilitative factors were identified as (a) individual accountability, (b) affective team support, (c) the presence of a positive group leader, (d) consensus building skills, and (e) clear instructions. There were also seven impeding factors perceived by the teacher participants. Although four of the factors described a lack of the aforementioned facilitative factors, another three broached new, problematic issues that need to be further considered in online teacher education programs. At the conclusion of this article, recommendations are provided that online teacher educators might consider as they initiate group projects in online environments.