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Indicators of Effective Collaboration in Distributed Virtual Teamwork
PROCEEDINGS

, University of Hawaii at Manoa, United States ; , California State University, Fresno, United States ; , University of Hawaii at Manoa, United States ; , University of Bergen, Norway ; , University of Hawaii at Manoa, United States

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Graduate-level human-computer-interaction courses were conducted in parallel at two geographically and temporally separated universities. Classes were composed of culturally diverse and globally distributed students. Although basic course content was delivered in asynchronous format, the course capstone was a team project completed during the last four weeks of the course, culminating in synchronous Web-based cross-university presentations in tandem virtual classrooms. During these sessions, each team presented project results in an interactive PowerPoint and question-answer format to a team from the other university. Analysis of (a) within-team interaction during post-presentation debriefing sessions in individual teamrooms and (b) team perceptions of cross-team interaction resulted in identification of distinguishing interaction types that are potentially useful as objective indicators for development of dynamic team interaction models.

Citation

Vick, R., Auernheimer, B., Crosby, M., Nordbotten, J. & Iding, M. (2003). Indicators of Effective Collaboration in Distributed Virtual Teamwork. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1229-1236). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 4, 2020 from .

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