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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Orchestrating Learning Together and Development of Team-Trust in Neurologically Typical and Neurologically Atypical Students
T2 - A Multicase Study
AU - Malik, Manish
AU - Sime, Julie-Ann
PY - 2022/8/15
Y1 - 2022/8/15
N2 - Contribution: This multicase study compares computer orchestrated learning together (COLT) and student orchestrated learning together (SOLT) in cooperatively preparing first year university students for collaborative activities. COLT using computer orchestrated group learning environment (COGLE) was perceived efficient, effective, and inclusive for team effectiveness as it helps build domain knowledge and trust between neurologically typical (NT) and/or neurologically atypical (NAT) teammates. This study confirms existing and identifies two new antecedents for trust, namely, resolving cognitive conflicts and real-time updates to domain knowledge. Background: Industrial and organizational psychology literature links effective teamworking with domain knowledge and trust. Building team trust within a short period can be challenging, in particular in mixed teams of NT and NAT students. Facilitating teamwork can be resource hungry. Educational studies on trust and teamwork are therefore rare. Research Questions: This study investigates how orchestration affects teamwork by asking: 1) how does computer and student orchestration affect domain knowledge acquisition in NT and NAT students? and 2) how does computer and student orchestration affect the development of trust between NT and/or NAT students? Methodology: Both qualitative and quantitative data were captured at multiple points within multiple (literal and theoretical replication) cases. Case summaries and a cross-case analysis provided further data and the methodological triangulation needed for analytical generalization. Findings: COGLE’s scaffolding and nonsocial prompts for cooperation, shared goal orientation, shared monitoring, and shared working not only helped NT and NAT students learn together but also helped develop team-trust quickly. Delayed interactions, low team-trust, and clique formation were seen in SOLT teams.
AB - Contribution: This multicase study compares computer orchestrated learning together (COLT) and student orchestrated learning together (SOLT) in cooperatively preparing first year university students for collaborative activities. COLT using computer orchestrated group learning environment (COGLE) was perceived efficient, effective, and inclusive for team effectiveness as it helps build domain knowledge and trust between neurologically typical (NT) and/or neurologically atypical (NAT) teammates. This study confirms existing and identifies two new antecedents for trust, namely, resolving cognitive conflicts and real-time updates to domain knowledge. Background: Industrial and organizational psychology literature links effective teamworking with domain knowledge and trust. Building team trust within a short period can be challenging, in particular in mixed teams of NT and NAT students. Facilitating teamwork can be resource hungry. Educational studies on trust and teamwork are therefore rare. Research Questions: This study investigates how orchestration affects teamwork by asking: 1) how does computer and student orchestration affect domain knowledge acquisition in NT and NAT students? and 2) how does computer and student orchestration affect the development of trust between NT and/or NAT students? Methodology: Both qualitative and quantitative data were captured at multiple points within multiple (literal and theoretical replication) cases. Case summaries and a cross-case analysis provided further data and the methodological triangulation needed for analytical generalization. Findings: COGLE’s scaffolding and nonsocial prompts for cooperation, shared goal orientation, shared monitoring, and shared working not only helped NT and NAT students learn together but also helped develop team-trust quickly. Delayed interactions, low team-trust, and clique formation were seen in SOLT teams.
KW - Technology-enhanced learning
KW - Education
KW - group work
KW - dyslexia
KW - ADHD
KW - team trust development
KW - Teamwork
KW - Flipped classroom
KW - Engineering Education
KW - inclusion
KW - inclusive learning
U2 - 10.1109/te.2022.3195043
DO - 10.1109/te.2022.3195043
M3 - Journal article
VL - 65
SP - 320
EP - 330
JO - IEEE Transactions on Education
JF - IEEE Transactions on Education
SN - 0018-9359
IS - 3
ER -