How can we get students to work in teams in online courses?
Instructors face numerous challenges for getting students to work in teams. The integration of team learning activities in online courses requires the consideration of factors such as structure, leadership, and mental models, as well as team processes and mechanisms for communication and interaction. It also requires the planning of activities and interactions that allow students to rethink their approaches to teamwork and to asynchronous collaboration. The focus of this session is to present some of the elements and strategies faculty and instructional designers must take into consideration when planning, implementing and guiding virtual teams and team activities in online courses. The use of the team charter is proposed for the documentation and guidance of virtual teams’ forming, organizing, and negotiation processes. These best practices were implemented in an online Business Administration course at the Inter American University of Puerto Rico’s Ponce Campus. The majority of students performed well in the course’s team learning activities. They also expressed satisfaction with the experience of working in teams and using the team charter. The course’s passing rate was 60%. 49% of students passed with a B or higher grade.
Technologies
The technologies used for this project included Blackboard Learn’s discussion, assignment, and team tools. Students used additional technologies such as Whatsapp, Facebook, Blackboard IM, and Skype to communicate and work on assignments.
Explain project results
This project allowed the development of a theoretical and practical approach to the integration of teams and team learning activities in online courses, both at the level of instructional design and teaching.
Why it should be considered best practice?
The project should be considered a best practice because it establishes some guidelines that instructional designers and online instructors must take into consideration when integrating the use of teams and team learning activities in online courses. The guidelines, which have already been replicated in a doctoral level course at the institution, also provide direction for guiding virtual teams’ activities and dynamics.
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