Abstract

This study describes the community building process of virtual learning teams as they form, establish roles and group norms, and address conflict. Students enrolled in an HRD masters program taught entirely online were studied to determine (1) how virtual learning teams develop their group process, and (2) what process and strategies they use as they work through the stages of group development. Both quantitative and qualitative methods of inquiry were used to capture the dynamic interaction within groups and the underlying factors that guided group process and decision-making. The results show that virtual learning groups can collaborate effectively from a distance to accomplish group tasks. The development of virtual learning teams is closely connected to the timeline for their class projects. Virtual teams are also similar in terms of their task process and the use of communication technologies. In contrast to face-to-face teams, the leadership role of virtual teams is shared among team members. Recommendations are discussed in order to facilitate peak integration of virtual learning teams into Internet-based training courses.

Citation

Johnson, S.D., Suriya, C., Won Yoon, S., Berrett, J.V. & La Fleur, J. (2002). Team development and group processes of virtual learning teams. Computers & Education, 39(4), 379-393. Elsevier Ltd. Retrieved January 28, 2023 from https://www.learntechlib.org/p/95341/.

Keywords

• adult learning
• computer mediated communication
• Cooperative/collaborative learning
• decision making
• distance education
• Distance education and telelearning
• Group Dynamics
• higher education
• leadership
• learning communities
• Masters Programs
• online courses
• Technology Uses in Education