Collaboration Factors, Teamwork Satisfaction, and Student Attitudes toward Online Collaborative Learning

This study examined online courses with collaborative learning components from 197 graduate students across three consecutive academic years. A student attitude survey containing 20 items and a student teamwork satisfaction scale containing 10 items on a 5-point Likert-type scale with three open-ended questions regarding their online collaborating experiences were collected during the final week of each semester. Results revealed that the three extracted online collaboration factors (Team Dynamics, Team Acquaintance, and Instructor Support) from the student attitude survey had moderate to high degrees of correlation with teamwork satisfaction. Results also revealed that the three collaboration factors accounted for 53% of the variance in online teamwork satisfaction. In addition, results from both surveys and open-ended questions revealed students favored working collaboratively in an online environment

Attitudes of Undergraduate Social Work Students Toward Interprofessional Health Care Practice and Interprofessional Health Care Education

In 2005, the Centre for Collaborative Health Professional Education at Memorial University in Canada commenced an inquiry into the interprofessional education (IPE) of social work students. In the 2005/2006 academic year, undergraduate social work students were introduced to an IPE program at Memorial University for the first time. This interdisciplinary initiative brought together students from pharmacy, nursing, medicine, and social work to develop and encourage interprofessional educational activities with the purpose of increasing collaborative patient-centered practice competencies of students and professionals (Sharpe & Curran, 2006). In the subsequent three academic years (2005/2006, 2006/2007, 2007/2008) Bachelor of Social Work (BSW) students explored a variety of IPE modules. This paper summarizes the available literature on the topic of IPE and reports on data collected from three cohorts of undergraduate social work students regarding their attitudes toward interdisciplinary team practice. Data collected are in relation to the Health and Wellbeing of Children module, one of the five module topics in which these students participated over the three-year period. It is proposed that by understanding student attitudes as they are evidenced at this early stage of professional development, valuable information will be provided to educators to inform best practices in the teaching and learning of interprofessional practice skills within the discipline of social work. Finally, the authors provide suggested directions for future research

Curriculum renewal for interprofessional education in health

In this preface we comment on four matters that we think bode well for the future of interprofessional education in Australia. First, there is a growing articulation, nationally and globally, as to the importance of interprofessional education and its contribution to the development of interprofessional and collaborative health practices. These practices are increasingly recognised as central to delivering effective, efficient, safe and sustainable health services. Second, there is a rapidly growing interest and institutional engagement with interprofessional education as part of pre-registration health professional education. This has changed substantially in recent years. Whilst beyond the scope of our current studies, the need for similar developments in continuing professional development (CPD) for health professionals was a consistent topic in our stakeholder consultations. Third, we observe what might be termed a threshold effect occurring in the area of interprofessional education. Projects that address matters relating to IPE are now far more numerous, visible and discussed in terms of their aggregate outcomes. The impact of this momentum is visible across the higher education sector. Finally, we believe that effective collaboration is a critical mediating process through which the rich resources of disciplinary knowledge and capability are joined to add value to existing health service provision. We trust the conceptual and practical contributions and resources presented and discussed in this report contribute to these developments.Office of Learning and Teaching Australi

Using a Cloud Based Collaboration Technology in a Systems Analysis and Design Course

In order to effectively prepare the next generation of IT professionals and systems analysts, it is important to incorporate cloud based online collaboration tools into the coursework for developing the students' cooperative skills as well as for storing and sharing content. For these pedagogical and practical reasons, Google Drive has been used at a medium-sized institution of higher education in New Zealand during the Systems Analysis and Design course. Ongoing and successful use of any learning technology requires gathering meaningful feedback from students, and acting as a mentor during their learning journey. This study has been developed and implemented to help students enjoy the collaborative technology and to help increase their satisfaction and commitment. In order to overcome the obstacles that may prevent students from using Google Drive optimally, an initial survey has been conducted to better understand the influential factors and issues. Furthermore, this study aims at promoting various types of collaboration and sharing: seeing and learning from other students' work, receiving direct suggestions from others, and allowing others to edit documents that belong to them. Following the results of the first quantitative survey, numerous teaching strategies were formulated and implemented. A final qualitative survey was done at the end of the course for students to evaluate their project work. The results of this study also provide original practical and theoretical implications that may be of interest to other researchers, course designers, and teachers

A Systematic Review of the Selected Evidences on the Effectiveness of Inter-professional Education (IPE) in Developing Interprofessional Learning Environment

Purpose: This systematic review aimed to provide available evidence in determining for the effectiveness of IPE as a modality in developing interprofessional learning environment for healthcare students.Methods: The computerized searches from 2009-2015 in ten electronic databases were performed. Two independent reviewers were consulted to assess the eligibility, level of evidences and methodological quality in each study. Result: nine out of ten studies were retrieved. These studies include (a) two RCT studies; scored eight and seven out of eight, (b) Three quasi-experimental pretestposttest design; scored seven, six, and six out of eight, (c) Three controlled before and after study; scored six, six, five and five out of eight, and (d) one controlled longitudinal; scored six out of eight respectively.Conclusion: Based on the systematic review, evidence showed that IPE was effective in building strong interprofessional learning environment. On the other hand, the authors recommend considering conduct of similar systematic review grounded on IPE with larger sample size within the health allied discipline

Analysing teamwork in higher education: an empirical study on the antecedents and consequences of team cohesiveness

Uno de los factores más importantes del trabajo en equipo es la cohesión entre sus miembros. Sin embargo, escasos trabajos analizan sus antecedentes y consecuencias. El presente estudio utiliza el modelo Input-Process-Output para analizar el impacto de factores individuales y de la tarea sobre la cohesión del equipo, así como la influencia de la cohesión del equipo sobre la eficacia del mismo. En base a una encuesta a 160 alumnos que realizaron trabajos en grupo, los resultados muestran que el grado de cooperación y el comportamiento colaborativo tienen una influencia positiva en la cohesión del equipo, mientras que la carga de trabajo y la complejidad de la tarea tienen una influencia negativa en la misma. Además, la cohesión del equipo influye positivamente en el aprendizaje percibido, la satisfacción con el trabajo en equipo y la calidad esperada. Finalmente, tanto el aprendizaje percibido como la calidad esperada predicen la satisfacción con el trabajo en equipo.One of the most important components of effective teamwork is cohesiveness. However, few empirical studies on the antecedents and consequences of group cohesiveness exist. In response to this gap, the current study draws on the Input-Process-Output model of team effectiveness to investigate the impact of individual and task factors on team cohesiveness, as well as the influence of team cohesiveness on students’ perceived learning, satisfaction with teamwork, and expected quality in the outcome. Based on a survey of 160 undergraduate students who worked in groups, the findings show that cooperativeness and collaborative behaviour have a positive influence on team cohesiveness, while workload and task complexity have a negative influence on it. Additionally, team cohesiveness is positively related to perceived learning, satisfaction with teamwork, and expected quality. Finally, both perceived learning and expected quality predict satisfaction with teamwork

Teamwork Satisfaction And Student Attitudes Towards Online Learning During An Engineering Problem And Project Based Learning (PBL) Module

Research has shown that students that report high levels of learner satisfaction and positive attitudes are more likely to succeed within the online environment. This is reflected in the considerable body of research that focuses on these factors across a range of academic disciplines. By assessing students\u27 attitudes and satisfaction, educators gain a valuable affective perspective that allows for a more complete examination of strategy effectiveness. This paper examines teamwork satisfaction and student attitude towards online learning, while also highlighting elements of successful online collaboration as identified by students using the instruments developed by Hasler-Waters & Napier, Ku et al, and Tseng et al. This case study was carried out over a seven-week period with first-year engineering students (N=94), in a module entitled Design for Manufacture, during the COVID-19 pandemic. The findings revealed high levels of student satisfaction and attitudes towards working in teams in the online environment while participating in problem and project-based learning (PBL). Additionally, the findings outline multiple factors that affect the success of online collaboration. The relevance of these findings is then discussed in the context of an increasing move towards blended and online engineering education provision

First-year interest groups and 1st semester BME design class exposure to improve engineering student outcomes

First year Biomedical Engineering (BME) students at The University of Texas at Austin have the option of joining a First-year Interest Group (FIG). FIGs can increase student interest and retention in the major by allowing groups of 15-20 students to attend a weekly seminar and their first engineering classes together. [1] BME 303L Introduction to BME Engineering Design is a required course for first year BME students; students who join a FIG facilitated by the BME advising office enroll in BME 303L together during their first semester (fall) on campus. Approximately 80% of fall semester BME 303L enrollment is FIG students, while the other 20% are not part of a BME FIG. The same course taught by the same instructor is also offered during the following spring semester, and spring enrollment is exclusively made up of first year students who did not participate in a fall FIG. While FIGs have been shown to increase retention[1] and we have observed a positive impact on attitudes toward engineering, we have not yet been able to correlate these successes to engineering student outcomes as defined by the Accreditation Board for Engineering and Technology (ABET). In order to better understand if the FIG success is correlated to engineering student outcomes, the authors surveyed all first year BME students at the end of the fall 2017 semester to measure their own perception of teamwork, communication skills, lifelong learning, and ability to use engineering tools. This paper presents initial results of the survey comparing engineering student outcome perceptions from students who just completed a FIG and BME 303L in the fall semester, and students who did not participate in FIG and are enrolled in BME 303L in the spring semester. These data will be used to optimize advising and curriculum for first year students and improve engineering outcomes for all students. Future surveys are planned for sophomore and junior years as well.Cockrell School of Engineerin

Bad attitudes: why design students dislike teamwork

Positive experiences of teamwork in design contexts significantly improvestudents’ satisfaction with teaching and their attitudes towards futureteamwork. Thus, an understanding of the factors leading to negative andpositive team experiences can inform strategies to support effectiveteamwork. This paper examines design students’ perceptions and experiences of teamwork. Three sources of qualitative data were analysed: a pilot survey completed by 198 design students in four institutions; five focus groups with 23 students; and a national survey completed by 417 students from 18 Australian universities. Students were from a range of design disciplines, with the majority studying architecture. The findings provide insights into issues and challenges of learning how to design in teamwork contexts, in particular the importance of adopting strategies to promote individual accountability within a team and ensuring fair assessment that acknowledges levels of individual contributions. The paper concludes with recommendations for teachers

The Effects of Cooperative and Collaborative Strategies on Student Achievement and Satisfaction in Blended and Online Learning Environments

The purpose of this study was to examine whether cooperative versus collaborative strategies used for a group project had differential effects on students\u27 achievement, process and solution satisfaction, value and preference for collaboration, and perceptions of community of inquiry in online and blended environments. The study sample consisted of teacher education students enrolled in a technology integration course. Students\u27 age, academic level, online experience, and teaching experience were used as covariates in an effort to identify differential effects associated with student characteristics. Cooperative and collaborative strategies were differentiated by the amount of structure imposed by the instructor as well as the design of the group-based and activity. Cooperative strategies were characterized as highly structured, with assigned roles and scaffolding of teamwork skills and group processing, Collaborative strategies were characterized as less structured, meaning that groups were be encouraged to take on specific roles or divide the task. Additionally, teamwork skills and group processing were scaffolded. Statistical procedures that were employed included a factorial ANCOVAs and factorial MANCOVAs. The findings show that cooperative and collaborative learning strategies are equally effective in online and blended environments in regard to individual achievement, but cooperative strategies are less effective with regard to group achievement. Student satisfaction with the group process and solution did not differ according to course delivery method or learning strategy. Student perceptions of social presence and cognitive presence did not differ according to course delivery method or learning strategy, but teaching presence differed significantly by course delivery method. Of particular note was the finding that blended cooperative students had lower perceptions of the design and organization of the instruction in comparison to the other treatment groups, a result that mirrors the results found for group project grades