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Structural model of team-based learning using Web 2.0 collaborative software
ARTICLE

, Accounting/Finance/Information Systems Department, United States ; , Business Information Systems Department, United States

Computers & Education Volume 76, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This study examines the phenomena occurring among team members during their participation in team-based learning using Web 2.0 collaborative software. Based on the Grounded Theory approach, this study analyzes students' feedback related to team collaborative learning using Web 2.0 collaborative tool. Data analysis yields a structural model of team-based learning facilitated by Web 2.0 collaborative software. This study draws inferences to suggest that Web 2.0 collaborative learning environment uncovers diverse communication media in support of synchronicity and group awareness. Subsequently, synchronicity and group awareness promote team-based learning. This study also reveals that four factors, namely, synchronicity, group awareness, learner autonomy and collective intelligence, support team-based learning facilitated by Web 2.0 technology.

Citation

Kam, H.J. & Katerattanakul, P. (2014). Structural model of team-based learning using Web 2.0 collaborative software. Computers & Education, 76(1), 1-12. Elsevier Ltd. Retrieved January 17, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2014.03.003

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