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Perceptions of virtual learning teams at the university level

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Date Issued:
2002
Summary:
The purpose of this research study was to measure perceptions of the teaming process in distance learning courses. A survey instrument was adapted and developed based on the benchmarks found in a research study by the Institute of Higher Education Policy. Data was gathered from 100 students enrolled in an Internet-based (web-assisted, web-enhanced, or online) course in the College of Education at Florida Atlantic University. Results showed that the majority of respondents (n = 75 or 75%) were female, in the age range of 18--30 (n = 48 or 48%), were Caucasian American (n = 74 or 74%), were graduate students (n = 68 or 68%), had been using computers for 5+ years (n = 84 or 84%), had taken 1--2 Internet-based courses (n = 38 or 38%), and were taking the current course as an elective, as a requirement, and/or because it was convenient (n = 49 or 49%). A thematic analysis yielded three subscales, collaborative process, instructional design, and learning team process, for data analysis. The results of the study indicated that there are significant relationships between and among the subscales. Highly correlated variables in each of the subscales included the perception that communication with the professor should be facilitated through a variety of ways (M = 5.02), the perception that course materials should promote collaboration among class members (M = 4.56), and the perception that group work should include problem-solving activities to facilitate topic understanding (M = 4.66). Results from the survey questionnaire indicated that communication is crucial between professors and students. Course materials should be structured to promote collaboration among class participants, which in turn indicates how critical good instructional design is in the delivery of distance education courses. Activities that promote collaboration among students, such as problem-solving activities, should be considered in the course design and delivery so that teaming and collaboration occur. Research, interviews, and data analysis of the pilot study (field test) and final research study provided information for the development of the Virtual Learning Team Survey. This survey is designed to help develop effective and efficient distance education courses.
Title: Perceptions of virtual learning teams at the university level.
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Name(s): Oliver, Abigail Jean
Florida Atlantic University, Degree Grantor
College of Education
Department of Educational Leadership and Research Methodology
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2002
Physical Form: pdf
Extent: 171 p.
Language(s): English
Summary: The purpose of this research study was to measure perceptions of the teaming process in distance learning courses. A survey instrument was adapted and developed based on the benchmarks found in a research study by the Institute of Higher Education Policy. Data was gathered from 100 students enrolled in an Internet-based (web-assisted, web-enhanced, or online) course in the College of Education at Florida Atlantic University. Results showed that the majority of respondents (n = 75 or 75%) were female, in the age range of 18--30 (n = 48 or 48%), were Caucasian American (n = 74 or 74%), were graduate students (n = 68 or 68%), had been using computers for 5+ years (n = 84 or 84%), had taken 1--2 Internet-based courses (n = 38 or 38%), and were taking the current course as an elective, as a requirement, and/or because it was convenient (n = 49 or 49%). A thematic analysis yielded three subscales, collaborative process, instructional design, and learning team process, for data analysis. The results of the study indicated that there are significant relationships between and among the subscales. Highly correlated variables in each of the subscales included the perception that communication with the professor should be facilitated through a variety of ways (M = 5.02), the perception that course materials should promote collaboration among class members (M = 4.56), and the perception that group work should include problem-solving activities to facilitate topic understanding (M = 4.66). Results from the survey questionnaire indicated that communication is crucial between professors and students. Course materials should be structured to promote collaboration among class participants, which in turn indicates how critical good instructional design is in the delivery of distance education courses. Activities that promote collaboration among students, such as problem-solving activities, should be considered in the course design and delivery so that teaming and collaboration occur. Research, interviews, and data analysis of the pilot study (field test) and final research study provided information for the development of the Virtual Learning Team Survey. This survey is designed to help develop effective and efficient distance education courses.
Identifier: 9780493721972 (isbn), 12003 (digitool), FADT12003 (IID), fau:8918 (fedora)
Note(s): Adviser: Valerie Bryan.
Thesis (Ed.D.)--Florida Atlantic University, 2002.
Subject(s): Education, Adult and Continuing
Education, Technology
Education, Curriculum and Instruction
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FADT12003
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize\ archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Host Institution: FAU