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Transformative Virtual Learning Teams in Doctoral Education: The Role of Interdependence
PROCEEDINGS

, University of Phoenix, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper addresses the stages of development and the processes used by learning teams in an online doctoral program. Doctoral students seek meaningful team learning experiences that will augment their shared knowledge as well as provide an opportunity to improve leadership skills they can apply within their organizations. Companies are hiring and retaining individuals who have a track record of successful experiences working with and leading teams. The strategies outlined in this presentation will demonstrate how faculty can support transformative virtual learning team experiences that result in synergistic interdependence among doctoral learners. Strategies and tools that have been successfully implemented to cultivate scholarly thinking and leadership skills will be discussed.

Citation

Justus, M. (2011). Transformative Virtual Learning Teams in Doctoral Education: The Role of Interdependence. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1351-1354). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2019 from .

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