Saber “quem sabe o quê”: a influência do transactive memory system e da colaboração no desempenho das equipas

O desenvolvimento de equipas eficazes é cada vez mais uma preocupação da maioria das organizações. Este interesse tem sido acompanhado por um aumento da literatura sobre eficácia das equipas. Neste sentido, a literatura tem demonstrado que o transactive memory system tem uma influência no desempenho da equipa, assim como o papel da comunicação na transmissão e troca de conhecimento nas equipas. O presente estudo tem como objetivo expandir estes estudos a outras dimensões e avaliar o impacto da combinação das mesmas no desempenho da equipa. Segundo esta ideia, este estudo pretende, em suma, analisar o efeito mediador da colaboração na relação entre o transactive memory systems (TMS) e o desempenho das equipas. Simultaneamente, sugere que a relação entre o TMS e a colaboração poderá ser maximizada através da moderação da comunicação. Participaram neste estudo 47 equipas (162 colaboradores e 47 líderes) que desempenham funções em empresas de consultadoria e auditoria. Os resultados não suportaram a hipótese de que a colaboração medeia a relação entre o TMS e o desempenho das equipas nem confirmaram a existência de moderação da comunicação na relação entre o TMS e a colaboração. A mediação moderada também não se evidenciou significativa. No final, são discutidas as implicações destes resultados e são apresentadas novas sugestões de direções para futuras investigações.The development of effective teams is an increasingly concern for most organisations. This interest has been accompanied by a rise in the literature on team effectiveness. In this sense, the literature has shown that the transactive memory system has an influence on team performance, as well as the role of communication in the transmission and exchange of knowledge in teams. The present study aims to expand these studies to other dimensions and assess the impact of their combination on team performance. According to this idea, this study aims, in brief, to analyse the mediating effect of collaboration on the relationship between transactive memory systems (TMS) and team performance. At the same time, it suggests that the relationship between TMS and collaboration may be maximised through the moderation of communication. Forty-seven teams (162 employees and 47 leaders) working in consulting and auditing firms participated in this study. The results did not support the hypothesis that collaboration mediates the relationship between TMS and team effectiveness nor did they confirm the existence of communication moderation in the relationship between TMS and collaboration. Moderating mediation was also not evidenced to be significant. In the end, the implications of these results are discussed and new suggested directions for future research are presented

The impact of transactive memory system and interaction platform in collaborative knowledge construction on social presence and self-regulation

The purpose of this study is to examine the impacts of transactive memory system (TMS) and interaction platforms in computer-supported collaborative learning (CSCL) on social presence perceptions and self-regulation skills of learners. Within the scope of the study, social presence perceptions and self-regulation skills of students in collaborative groups constructing knowledge in wiki, blog, podcast and Facebook platforms in CSCL processes were compared. The study is designed as a pretest and post-test control group study and was carried out with 97 university students. Social presence and self-regulation scales were administered as pretest in the study. At the end of process, social presence, self-regulation, transactive memory scales and semi-structured student opinion forms were administered as post-test. When the findings were examined, it was seen that interaction platforms and the TMS level of the group did not have a significant impact on social presence perception individually; yet common impact of these two variables was significant. When the impact of interaction platforms and the TMS on self-regulation skills was examined, it was found that whilst interaction platforms had a significant impact, the TMS alone and interaction platforms-TMS common impact were not significant

Computer-Supported Collaborative Learning, Blogging Groups, and Interpretation in the Literature Classroom

Community college world literature students are often ill prepared to analyze and interpret passages of creative fiction because traditional, teacher-centric pedagogical approaches do not promote students’ literary interpretive authority. However, a method to fill the interpretation gap remains unclear. The purpose of this qualitative single case study was to explore the efficacy of using computer-supported collaborative learning (CSCL) blogging groups to promote students’ interpretive authority and critical thinking skills. Blending transactional reading theory, social constructivist theory, and transformative learning theory provided the conceptual framework for the study. Participants were 8 students and their instructor from a purposefully selected community college literature class in the Northeast United States that included group blogging as part of its approach to interpreting literature. Data sources were student journals, blog posts, student questionnaires, and an instructor questionnaire. Data analysis was an inductive coding process to discover emerging categories and themes. Results indicated that students felt more comfortable and capable of interpreting literary texts after engaging in a CSCL literary interpretation process, and the course instructor affirmed the perception that students gained authority in interpreting literary texts. Findings may be used by community college literature instructors to promote CSCL blogging activities as a student-centered pedagogical approach for literary interpretation

El papel que desempeñan la presencia social y la motivación académica para la conformación del aprendizaje colaborativo en entornos CSCL

En la última década, una gran cantidad de estudios en aprendizaje colaborativo con soporte informático (CSCL) ha evaluado la manera en que se relacionan la interacción social, los procesos de aprendizaje y la motivación en entornos virtuales. Sobre todo, se ha centrado en la importancia de la Presencia Social en el aprendizaje en línea. Aunque existen hallazgos de investigaciones que respaldan los efectos positivos del aprendizaje colaborativo en línea, también se han presentado problemas en el proceso de aprendizaje, la conformación de una comunidad y la manera en que se lleva a cabo la dinámica del grupo. Estos problemas se originan por la ausencia de las interacciones sociales que son las encargadas de que los grupos se cohesionen, para que de esta manera, los participantes aprendan unos de otros en un entorno CSCL. Uno de los errores más comunes es pensar que la interacción entre pares surgirá de manera natural, solo porque la tarea o actividad lo demanda. La mayoría de los entornos en línea ignoran el apoyo explícito que se obtiene al desarrollar los aspectos sociales (emocionales) del aprendizaje colaborativo. Con base en la Teoría de la Autodeterminación, esta investigación analiza los efectos que tiene la Presencia Social en la motivación de los alumnos, a través del estudio de las contribuciones en foros de discusión, utilizando el marco de Deci y Ryan de la motivación (intrínseca / extrínseca). Dentro del alcance del estudio, se compararon las percepciones de Presencia Social, la Satisfacción de las Necesidades Básicas Psicológicas y el Locus de Causalidad con el fin de averiguar si esto repercute en la interdependencia positiva del grupo. A pesar de que los resultados mostraron una relación causal, no necesariamente se debe a la generación de las interacciones sociales, sino que se apoya de la figura del docente para que se generen las mismas, con una didáctica dirigida al trabajo colaborativo.ITESO, A. C

Mine the gap: an exploratory case study of online postgraduate education in an Irish tertiary institution

As online and blended learning continues to grow in higher education, there is a need for renewed focus on the self-regulating needs of online students, which are greater than for traditional students. This exploratory case study researched the experience of students and tutors on a number of online postgraduate courses at a higher educational institution in Ireland. Based on a pragmatic philosophical stance, mixed methods were used to collect data from the 2019-2020 cohort of students and their tutors. This incorporated an online student survey using a questionnaire based on the Postgraduate Taught Experience Survey (an instrument used extensively in the UK), in parallel with semi-structured interviews with the tutors. Follow up interviews were held with a number of students and a final review with tutors completed the data collection phase. Key findings were that students expressed satisfaction with their course experience in most areas and tutors felt that they met the students’ needs in how they approached their work. Students were aware of the requirement on them to self-manage their learning but no specific training or support was provided on self-regulated learning (SRL), either by the tutors or as embedded features in the course material. Students were less positive about the extent to which they experienced consistency in teaching, assignment marking and feedback. Students reported variability in how different tutors weighed the importance of aspects such as referencing and presentation over substantive content, as well as inconsistency in marking and feedback when more than one tutor graded an assignment. It was found that the amount of teaching time was low and the level of reliance on part-time tutors was high when measured against appropriate comparators. Tutors experienced a good degree of freedom in how they tutored but felt a sense of disconnectedness from the institution. Recommendations made include provision of SRL training for students and tutors; the revision of course material to include SRL-supportive features such as prompts and the creation of a closer bond between tutors and full-time faculty. While arising in a local context, these recommendations are supported by the literature and are relevant, mutatis mutandis, to any educational institution experiencing similar issues