Sense of Classroom Community and Team Development Process in Online Learning
| Autor: | Irem Erdem Aydin, Salih Gümüş |
|---|---|
| Přispěvatelé: | Anadolu Üniversitesi, Açıköğretim Fakültesi |
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Team Development Process
Process (engineering) Turkish media_common.quotation_subject Sense of community Education Perception 0502 economics and business Pedagogy Mathematics education media_common lcsh:LC8-6691 Teamwork lcsh:Special aspects of education 05 social sciences Educational technology 050301 education Learners Teamwork Preferences language.human_language Sense Of Classroom Community Online Learning Scale (social sciences) language Psychology 0503 education 050203 business & management Qualitative research |
| Zdroj: | The Turkish Online Journal of Distance Education, Vol 17, Iss 1, Pp 60-77 (2016) Volume: 17, Issue: 1 60-77 Turkish Online Journal of Distance Education |
| ISSN: | 0004-3958 1302-6488 |
| Popis: | WOS: 000439582800005 The purpose of this study is to determine whether there is a relationship between Turkish online learners' sense of classroom community, perceptions of success in team development process and their preferences of studying in teams. A survey instrument included the Sense of Classroom Community Scale, Tuckman's Teamwork Questionnaire and some other items were used to collect data. The study has shown that there is a medium level relationship between online learners' sense of community and their perceptions of success in team development process. In other words, the study suggests that sense of classroom community can be used as a predictor of success in teamwork and vice versa. It was also observed that each stage of the team development process has an influence on the following one; thus, when a problem occurred in a stage, it usually continued in the following stages. Analyses, additionally, revealed that the majority of the problems occurred in the forming stage, the first stage of the team development process. |
| Databáze: | OpenAIRE |
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