Challenges Facing Group Work Online

Autor/inn/en	Chang, Bo; Kang, Haijun
Titel	Challenges Facing Group Work Online
Quelle	In: Distance Education, 37 (2016) 1, S.73-88 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2016.1154781
Schlagwörter	Group Dynamics; Distance Education; Electronic Learning; Asynchronous Communication; Cooperative Learning; Teamwork; Online Courses; Barriers; Educational Technology; Peer Evaluation; Teaching Methods; Leadership; Group Membership; Administration; Case Studies; Universities; Graduate Students; Graduate Study; Higher Education; Integrated Learning Systems; Content Analysis; Adult Learning; Adult Education + Suchen Sie Ihr Suchwort? Gruppendynamik; Distance study; Distance learning; Fernunterricht; Kooperatives Lernen; Online course; Online-Kurs; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Führung; Führungsposition; Gruppenzugehörigkeit; Verwaltung; Case study; Fallstudie; Case Study; University; Universität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inhaltsanalyse; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult basic education
Abstract	Online group work can be complicated because of its asynchronous characteristics and lack of physical presence, and its requirements for skills in handling technology, human relationships, and content-related tasks. This study focuses on the administrative, logistical and relationship-related challenges in online group work. Challenges in areas such as commitment/responsibility, communication/coordination, structure/management, and leadership are discussed; strategies for how to streamline the management of online group work, how to decrease unnecessary logistical load and extra layers of structure, and how to improve online group work through the design of the syllabus are presented. The study suggests that instructors split group work into individual portions, use peer evaluation, establish guidelines for communication, use tools such as Google Drive to streamline duplicate works, monitor the process of the group work, and give group members freedom, ownership, and autonomy in their group work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01