Finding the Water Cooler: A Model for Communication among Virtual Instructional Design Teams
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Author
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 18, 2011 in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7
Abstract
This paper condenses the findings from a doctoral study (Bryan 2011) of four instructional designers in business contexts who worked with geographically dispersed (i.e., virtual) teams. Analysis through deep immersion with the data identified several practices within five themes that described participants’ actions and perceptions about working virtually: (a) following a process, (b) adapting to circumstances, (c) capitalizing on longevity, (d) embracing the basics and (e) transcending obstacles. The themes in combination with a creative synthesis of the data, implications from the study, and associated literature generated a model for virtual team communication. The FACET model proposes that instructional designers in virtual teams facilitate robust team communication through: Frequent contact, Acknowledging communication, Closing the loop, Establishing the culture, and Training the team.
Citation
Bryan, S. (2011). Finding the Water Cooler: A Model for Communication among Virtual Instructional Design Teams. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1840-1845). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/38994.
© 2011 AACE