Factors Influencing Students’ Perceptions of Online Teamwork
Chuang, Chiuchu Melody
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The evolution of online teaching in higher education demands a change in the types of pedagogies used in those courses. An example of one of these important pedagogies includes online teamwork. Teamwork in this context is one in which the majority of the individual’s grade is dependent on the positive or negative group experiences. This study utilized the theoretical framework of social motivation and cohesion to identify the factors shaping students’ perceptions of teamwork in online college courses. In these courses, the pedagogical approach known as the Five Pillars of effective collaborative work was applied. An Online Teamwork Learning Survey was developed based on these principles and completed by 62 undergraduate students enrolled in semester-long online courses required in their early childhood education program of study. Using a comparison between pre–postsurveys and regression analysis, the results showed that although the students’ perceptions of teamwork did not significantly change, the factors influencing their responses during the posttest doubled in number. The results showed that through carefully designed virtual teamwork activities, students learned that essential team characteristics such as promotive interaction, individual accountability, and positive interdependence are an integral part of effective collaboration and strong predictors of teamwork perception.