A Performance Evaluation of the Collaborative Efforts in an Online Group Research Project

Autor/inn/en	Brown, Lori A.; Eastham, Nicholas P.; Ku, Heng-Yu
Titel	A Performance Evaluation of the Collaborative Efforts in an Online Group Research Project
Quelle	In: Performance Improvement Quarterly, 19 (2006) 3, S.121-140 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5952
Schlagwörter	Graduate Students; Intervention; Research Projects; Focus Groups; Group Dynamics; Program Effectiveness; College Instruction; Education Courses; Educational Technology; Computer Mediated Communication; Electronic Learning; Cooperative Learning; Group Activities; Student Research; Online Courses; Performance Based Assessment; Student Improvement; Problems; Student Evaluation; Course Evaluation + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Forschungsvorhaben; Gruppendynamik; Hochschullehre; Fortbildungskurs; Unterrichtsmedien; Computerkonferenz; Kooperatives Lernen; Gruppenaktivität; Studentenforschung; Online course; Online-Kurs; Leistungsermittlung; Problemsituation; Schulnote; Studentische Bewertung
Abstract	This study investigated the performance of 13 graduate students' collaborative efforts toward a group research project in an Instructional Analysis, Design, and Evaluation online course. Gaps between course expectations from the instructor and student collaborative performance were identified through the review of the team agreement, the use of surveys, and focus group interviews. Performance gaps occurred in the areas of communication, assignment completion, and group cohesiveness. These performance gaps were caused by lack of knowledge and skills, motivation, and/or organizational support. Appropriate intervention strategies such as effective group interaction and communication, building relationships and establishing trust, periodic review of team agreements, mini-training sessions on collaboration and supportive behaviors, and role differentiations and collaborative task designation are presented. Instructors who are interested in incorporating group research projects into their future online courses may consider implementing these interventions to facilitate the improvement of students' collaborative efforts. (Contains 2 tables.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/journal/117865970/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10