Lamar research institute_collaboration_3-22-2013_final


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Lamar research institute_collaboration_3-22-2013_final

  1. 1. Online Teamwork Satisfaction in anEducational Technology Leadership Online Course Diane Mason, Ph.D. Cynthia Cummings, Ed.D Lamar University
  2. 2. Problem StatementOnline instructors are challenged to implementengaging, authentic, real-world activities thatpromote collaborative learning and teamwork.
  3. 3. Research QuestionWhat are the perceptions of graduate students’teamwork experiences while working incollaborative groups to solve a problem in anEducational Technology Leadership onlinecourse?
  4. 4. Theoretical Framework• Instructors have been encouraged to develop andimplement team activities to prepare graduates forwork in the real world which includes interaction in aninformation rich society(Johnson & Johnson, 2000; Lehtinen, Hakkarinen,Lipponen, Rahikainen, & Muukkonen, 1999).• Researchers have reported online collaboration andteamwork can benefit critical thinking, metacognition,learning efficiency, communication, and problem-solving (Daradoumis & Marques, 2000; Johnson &Johnson, 2000; Panitz, 2001).
  5. 5. Theoretical Framework• Hasler-Waters and Napier (2002) studied 24graduate students’ experiences as a member ofa virtual team.• Identified five factors indicative of successfulonline teams including– providing support– getting acquainted– establishing communication– building trust– getting organized (p. 197)
  6. 6. Context• Teaching with Technology online course• Required to work collaboratively in teams offour to solve a problem-based scenario• Google docs used for dialogue and scenarioresponse planning– Focused on technology-based solutions– Addressed diverse instructional needs in K-12– Included recommended teacher PD component– Used consensus-building decision-making strategies• Open-ended collaboration implemented withinteams and course– Web 2.0 tools– Discussion Board
  7. 7. Problem-based Scenario Overview• Work in a collaborative team to create a unit plan to solve a classroom scenario.• Focus -design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.• Apply current research on teaching and learning using 21st Century technology applications when planning the learning environment and experiences to solve the scenario.• Include examples of ways to incorporate assistive and adaptive technologies within the Universal Designs for Learning framework.• Authentic assessment, sample technology-based activities, and suggested teacher staff development should be included.
  8. 8. Task As the school-based technology expert, you havebeen given an opportunity to model howtechnology can positively impact studentachievement for diverse learners. Work with yourlearning team to create a solution for the scenariolisted below. Use the guiding questions asa source to begin your planning and discussionswithin the shared Google doc your team created inWeek 1.
  9. 9. Scenario The school principal directed you, a lead technologyschool-based expert, to work jointly with a classroomteacher to create learning experiences that not onlymeet students’ individual differences, but also address21st Century learning trends. Specifically, the principalasked for you to design, implement, and assess atechnology integration/intervention program for agroup of 30 students with unique needs.
  10. 10. Background of Students in Scenario Of the 30 students, there are 10 identified asgifted and talented. The gifted and talentedstudents are accustomed to working individuallyonline. Two students have disabilities dramaticallyaffecting learning. One student is blind andanother is hearing impaired. The remaining 18students reflect ability levels ranging from thelowest level to high achieving.
  11. 11. Methods and Procedures• Survey model, descriptive statistics• Target population - graduate students (N=198) enrolled in the Teaching with Technology online course.• The Teamwork Satisfaction Scale, used in this research, was developed and validated by Tseng, Ku, Wang, and Sun (2009). – Permission obtained from authors – Demographic information – 10 item survey distributed through SurveyMonkey™ – Cronbach’s alpha of .96 – 5-point Likert Scale • 5-strongly agree to 1-strongly disagree
  12. 12. Results• 64 participants (32%) responded to the survey• Demographics – n=13 were male and n=49 were female – ages ranged from early 20’s to early 60’s – ethnic demographics included 75% Caucasian, 6.3% Hispanic, 14.1% African American, 3.1% Asian-Pacific, and 1.6% other – 25% of the respondents were elementary school teachers, 23.4% were middle school teachers, and 15.6% were high school teachers – equally balanced between the main four content areas of mathematics, English language arts, social studies, science, and technology.
  13. 13. Conclusions• The results of this study indicated there was strong satisfaction in the online teamwork experiences provided in the Teaching with Technology online course. – Research validated the significance of collaboration using varied technology interactions to solve problems (Kolbitsch & Maurer, 2006) .• The study results clearly indicated the respondents reported gaining knowledge and collaboration skills while working to solve a problem. – This affirms Garrison and Cleveland-Innes (2005) and Uribe, Klein, and Sullivan (2003) work regarding the ability for teamwork and collaboration to positively influence performance.• Student satisfaction and learning potential should outweigh the concerns about time required for development and implementation of engaging activities. – Johnson and Johnson (2000) and Lehtinen, Hakkarinen, Lipponen, Rahikainen, and Muukkonen (1999) noted, instructors need to focus upon the use of team activities that support work related approaches and real world experiences.
  14. 14. Future Studies• Expand the study to gather qualitative data to gain a better understanding of the processes, interactions, perceptions, and thinking that occurs while working collaboratively in an online environment to solve a scenario-based problem.• Use the Collaboration Attitude Scale and examine the results in relationship to the Teamwork Satisfaction Scale to glean any insights into personal perceptions and change in attitude as a result of engaging in collaborative teamwork experiences (Hasler-Waters and Napier,2002; Tsent, Ku, Wang, & Sun, 2009).
  15. 15. Contact Information Lamar Research Institute March 22, 2013Diane Mason, Ph.D. Cynthia Cummings,