Teamwork facilitation and conflict resolution training in a HyFlex course during the COVID ‐19 pandemic
Teamwork facilitation and conflict resolution training in a HyFlex course during the COVID ‐19 pandemic
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COVID-19 大流行期间 HyFlex 课程中的团队合作促进和冲突解决培训
DOI：
10.1002/jee.20450
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发表时间：
2022
影响因子：
3.4
通讯作者：
Dworkin, James
中科院分区：
文献类型：
--
作者：
Magana, Alejandra J.;Karabiyik, Tugba;Thomas, Paul;Jaiswal, Aparajita;Perera, Viranga;Dworkin, James
背景我们评估了三种教学策略在COVID-19疫情期间促进系统分析和设计课程团队合作的效果：（1）提供HyFlex版本的课程，（2）为所有学生安排在线团队合作课程，以及（3）提供冲突解决培训，以帮助团队克服协作挑战。为了确定这些教学策略的影响，并回答四个研究问题，我们测量了（1）表现，动态，团队合作策略;（2）学生对自己和团队成员表现的看法沿着变化，以及他们对冲突管理技能的看法。方法我们使用了同时三角混合方法设计，以获得不同但互补的定性和定量数据。我们比较了两个课程的数据：2019年秋季和2020年秋季学期。在2019年秋季学期，使用了亲自主动学习策略，而在2020年秋季学期，由于COVID-19大流行，该课程遵循HyFlex交付模式。结果调查结果表明，使用合作学习教学法沿着HyFlex住宿安全和2020年秋季学期的社交距离要求，为学生提供了与传统课程相当的学习体验。结论学习策略、教学支持和团队合作训练可以增强社会互动，从而提高学生在在线学习中的社会存在感。解决冲突的培训可以成为提高团队合作技能和团队成员之间沟通的宝贵工具。
BackgroundWe evaluated the effect of three teaching strategies to facilitate teamwork in a systems analysis and design course during the COVID‐19 pandemic: (1) offering a HyFlex version of the course, (2) facilitating scheduled online teamwork sessions for all students, and (3) providing conflict resolution training to help teams overcome collaboration challenges.Purpose/HypothesisTo identify the impact of these instructional strategies and answer four research questions, we measured (1) performance, dynamics, and cooperation strategies of teams and (2) students' perceptions of their own and team members' performance along with changes in their perceptions of their conflict management skills.Design/MethodWe used a simultaneous triangulation mixed‐methods design to obtain distinct but complementary qualitative and quantitative data. We compared data from two offerings of the course: Fall 2019 and Fall 2020 semesters. In the Fall 2019 semester, an in‐person active learning strategy was used, while in the Fall 2020 semester, the course followed a HyFlex delivery mode due to the COVID‐19 pandemic.ResultsFindings suggest that the use of cooperative learning pedagogy along with HyFlex accommodations for safety and social distancing requirements for the Fall 2020 semester provided students with a comparable learning experience to a traditional in‐person mode.ConclusionsLearning strategies, pedagogical supports, and teamwork training can enhance social interactions, and consequently, students' social presence in online learning. Conflict resolution training could be a valuable tool for improving teamwork skills and communication among team members.