Organizing for Collaboration in Simulation-Based Environments: An Affordance Perspective

Autor/inn/en	Lainema, Kirsi; Syynimaa, Kirsi; Lainema, Timo; Hämäläinen, Raija
Titel	Organizing for Collaboration in Simulation-Based Environments: An Affordance Perspective
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 2, S.307-323 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lainema, Kirsi) ORCID (Syynimaa, Kirsi) ORCID (Hämäläinen, Raija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1962451
Schlagwörter	Undergraduate Students; Business Administration Education; Foreign Countries; Cooperative Learning; Simulation; Simulated Environment; Affordances; Computer Assisted Instruction; Belgium; China; Estonia; New Zealand; United States; Austria; Finland + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; Simulation program; Simulationsprogramm; Künstliche Umwelt; Computer based training; Computerunterstützter Unterricht; Belgien; Estland; Neuseeland; USA; Österreich; Finnland
Abstract	Extant research has identified the significance of technological affordances in computer-supported learning environments. However, until recently, there is scarcely empirical research on affordances for organizing collaboration in these learning environments. To address this gap, this study empirically examines affordances for organizing collaboration in a simulation-based learning environment. We focus, in particular on understanding how the organizing affordances of the learning environment are perceived and employed by the learners during a simulation-based learning task. The study was executed among 177 undergraduate higher education (HE) business students from 10 universities in Belgium, China, Estonia, New Zealand, the USA, Austria, and Finland. The data were obtained from the students' reflective essays, and analyzed with a qualitative content analytical approach. The results of our analyses yield in four types of organizing affordances: (1) organizing the division of work, (2) managing information and resources, (3) managing tasks, and (4) strategizing. Each type of organizing affordance was required in the joint learning task. The study offers an advanced understanding of affordances for organizing and of their use/nonuse in simulation-based learning environments. The findings of this study have theoretical and empirical implications and can contribute to both the development of pedagogic and educational practices as well as the design of learning tasks and environments. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01