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EXAMINING FACTORS THAT AFFECT KNOWLEDGE SHARING AND STUDENTS' ATTITUDE TOWARD THEIR LEARNING EXPERIENCE WITHIN VIRTUAL TEAMS
Title
EXAMINING FACTORS THAT AFFECT KNOWLEDGE SHARING AND STUDENTS' ATTITUDE TOWARD THEIR LEARNING EXPERIENCE WITHIN VIRTUAL TEAMS.
Creator
He, Jinxia, Gunter, Glenda, University of Central Florida
Abstract / Description
This study examined factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors included: trust, mutual influence, conflict, leadership, and cohesion. A path model was developed to determine whether relationships exist among knowledge sharing from asynchronous group discussion and the above five factors. In addition, this study examined if there are any relationships between quality and quantity of knowledge sharing and students'...
Show moreThis study examined factors that might impact student knowledge sharing within virtual teams through online discussion boards. These factors included: trust, mutual influence, conflict, leadership, and cohesion. A path model was developed to determine whether relationships exist among knowledge sharing from asynchronous group discussion and the above five factors. In addition, this study examined if there are any relationships between quality and quantity of knowledge sharing and students' grades. A correlation design was conducted to discover if there are any relationships among these five factors and knowledge sharing within virtual teams. Participants in this study were 148 undergraduate students from two classes in the Health Services Administration program in the College of Health and Public Affairs. The two classes were asynchronous online courses and both instructors used virtual teaming in their online courses. Online interaction occurred via online discussion boards, email, and online chat rooms. The results indicate that mutual influence and team cohesion are two major factors that directly affect knowledge sharing within virtual teams. Conflict mediates the relationship between trust and knowledge sharing. Leadership was also found to have a strong relationship with team cohesion, which then had a relationship with knowledge sharing. As far as the relationship between quality and quantity of knowledge sharing and the student's grade, it was found that there is relationship between the quantity of knowledge sharing and students' grades, however, no significant relationship exists between quality of knowledge sharing and students' grades. The implications of this research for use of virtual teams in online distance education are also discussed.
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Date Issued
2009
Identifier
CFE0002960, ucf:47980
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002960
COLLABORATIVE PROBLEM SOLVING: THE ROLE OF TEAM KNOWLEDGE BUILDING PROCESSES AND EXTERNAL REPRESENTATIONS
Title
COLLABORATIVE PROBLEM SOLVING: THE ROLE OF TEAM KNOWLEDGE BUILDING PROCESSES AND EXTERNAL REPRESENTATIONS.
Creator
Rosen, Michael, Salas, Eduardo, University of Central Florida
Abstract / Description
This dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on...
Show moreThis dissertation evaluates the relationship between five team knowledge building processes (i.e., information exchange, knowledge sharing, option generation, evaluation of alternatives, and regulation), the external representations constructed by a team during a performance episode, and performance outcomes in a problem solving task. In a broad range of domains such as the military, and healthcare, team-based work structures used to solve complex problems; however, the bulk of research on teamwork to date has dealt with behavioral coordination in routine tasks. This leaves a gap in the theory available for developing interventions to support collaborative problem solving, or knowledge-based performance, in teams. Sixty nine three person teams participated in a strategic planning simulation using a collaborative map. Content analysis was applied to team communications and the external representations team members created using the collaborative tool. Regression and multi-way frequency analyses were used to test hypotheses about the relationship between the amount and sequence of team process behaviors respectively and team performance outcomes. Additionally, the moderating effects of external representation quality were evaluated. All five team knowledge building processes were significantly related to outcomes, but only one (i.e., knowledge sharing) in the simple, positive, and linear way hypothesized. Information exchange was negatively related to outcomes after controlling for the amount of acknowledgements team members made. Option generation and evaluation interacted to predict outcomes such that higher levels of evaluation were more beneficial to teams with higher levels of option generation. Regulation processes exhibited a negative curvilinear relationship with outcomes such that high and low performing teams engaged in less regulation than did moderately performing teams. External representation quality moderated a composite team knowledge building process variable such that better external representations were more beneficial for teams with poorer quality processes than for teams with high quality process. Additionally, there were significant differences in the sequence of team knowledge building processes between high and low performing teams as well as between groups based on high and low levels of external representation quality. The team knowledge building process framework is useful for understanding complex collaborative problem solving. However, these processes predict performance outcomes in complex and inter-related ways. Further implications for theories of team performance and applications for training, designing performance support tools, and team performance measurement are discussed.
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Date Issued
2010
Identifier
CFE0003109, ucf:48627
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003109
Team Interaction Dynamics during Collaborative Problem Solving
Title
Team Interaction Dynamics during Collaborative Problem Solving.
Creator
Wiltshire, Travis, Fiore, Stephen, Jentsch, Florian, Salas, Eduardo, Wiegand, Rudolf, University of Central Florida
Abstract / Description
This dissertation contributes an enhanced understanding of team cognition, in general, and collaborative problem solving (CPS), specifically, through an integration of methods that measure team interaction dynamics and knowledge building as it occurs during a complex CPS task. The need for better understanding CPS has risen in prominence as many organizations have increasingly worked to address complex problems requiring the combination of diverse sets of individual expertise to achieve...
Show moreThis dissertation contributes an enhanced understanding of team cognition, in general, and collaborative problem solving (CPS), specifically, through an integration of methods that measure team interaction dynamics and knowledge building as it occurs during a complex CPS task. The need for better understanding CPS has risen in prominence as many organizations have increasingly worked to address complex problems requiring the combination of diverse sets of individual expertise to achieve solutions for novel problems. Towards this end, the present research drew from theoretical and empirical work on Macrocognition in Teams that describes the knowledge coordination arising from team communications during CPS. It built from this by incorporating the study of team interaction during complex collaborative cognition. Interaction between team members in such contexts has proven to be inherently dynamic and exhibiting nonlinear patterns not accounted for by extant research methods. To redress this gap, the present research drew from work in cognitive science designed to study social and team interaction as a nonlinear dynamical system. CPS was examined by studying knowledge building and interaction processes of 43 dyads working on NASA's Moonbase Alpha simulation, a CPS task. Both non-verbal and verbal interaction dynamics were examined. Specifically, frame-differencing, an automated video analysis technique, was used to capture the bodily movements of participants and content coding was applied to the teams' communications to characterize their CPS processes. A combination of linear (i.e., multiple regression, t-test, and time-lagged cross-correlation analysis), as well as nonlinear analytic techniques (i.e., recurrence quantification analysis; RQA) were applied. In terms of the predicted interaction dynamics, it was hypothesized that teams would exhibit synchronization in their bodily movements and complementarity in their communications and further, that teams more strongly exhibiting these forms of coordination will produce better problem solving outcomes. Results showed that teams did exhibit a pattern of bodily movements that could be characterized as synchronized, but higher synchronization was not systematically related to performance. Further, results showed that teams did exhibit communicative interaction that was complementary, but this was not predictive of better problem solving performance. Several exploratory research questions were proposed as a way of refining the application of these techniques to the investigation of CPS. Results showed that semantic code-based communications time-series and %REC and ENTROPY recurrence-based measures were most sensitive to differences in performance. Overall, this dissertation adds to the scientific body of knowledge by advancing theory and empirical knowledge on the forms of verbal and non-verbal team interaction during CPS, but future work remains to be conducted to identify the relationship between interaction dynamics and CPS performance.
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Date Issued
2015
Identifier
CFE0005907, ucf:50867
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005907
THE RELATIONSHIP OF 10TH-GRADE DISTRICT PROGRESS MONITORING ASSESSMENT SCORES TO FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES IN READING AND MATHEMATICS FOR 2008-2009
Title
THE RELATIONSHIP OF 10TH-GRADE DISTRICT PROGRESS MONITORING ASSESSMENT SCORES TO FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES IN READING AND MATHEMATICS FOR 2008-2009.
Creator
Underwood, Marilyn, Taylor, Rosemarye, University of Central Florida
Abstract / Description
The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to...
Show moreThe focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade students on the Florida Comprehensive Assessment Test (FCAT) in one county in north central Florida. The purpose of the study was to provide information to high school principals and teachers to better understand how students were performing and learning and to maximize use of the formative district benchmark assessment in order to modify instruction and positively impact student achievement. This study expanded a prior limited study which correlated district benchmark assessment scores to FCAT scores for students in grades three through five in five elementary schools in the targeted county. The high correlations suggested further study. This research focused on secondary reading, specifically in 10th grade where both state and targeted county FCAT scores were low in years preceding this research. Investigated were (a) the district formative assessment in reading as a predictor of FCAT Reading scores, (b) differences in strength of correlation and prediction among student subgroups and between high schools, and (c) any relationships between reading formative assessment scores and Mathematics FCAT scores. An additional focus of this study was to determine best leadership practices in schools where there were the highest correlations between the formative assessment and FCAT Reading scores. Research on best practices was reviewed, and principals were interviewed to determine trends and themes in practice. Tenth grade students in the seven Florida targeted district high schools were included in the study. The findings of the study supported the effective use of formative assessments both in instruction and as predictors of studentsÂÂÂÂÂÂ' performance on the FCAT. The results of the study also showed a significant correlation between performance on the reading formative assessment and performance on FCAT Mathematics. The data indicated no significant differences in the strength of correlation between student subgroups or between the high schools included in the study. Additionally, the practices of effective principals in using formative assessment data to inform instruction, gathered through personal interviews, were documented and described.
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Date Issued
2010
Identifier
CFE0003214, ucf:48573
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003214