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Evaluating the impact of computer-supported international collaborative teamwork in business education
Journal article   Open access   Peer reviewed

Evaluating the impact of computer-supported international collaborative teamwork in business education

J.E. Klobas and G. Haddow
International Journal of Educational Technology, Vol.2(1)
2000
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IJET_Articles_(July,_2000)_-_v2,n1_[ISSN_1327-7308].pdfDownloadView
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Abstract

This article describes how a computer-supported collaborative learning project, conducted across several business schools in different countries, was evaluated by the instructors at one of the participating schools. The students worked in virtual teams to produce a common project outcome, a business plan. The evaluation was based on: learning outcomes as measured by team project scores, individual scores on learning about the topics the collaboration was designed to illustrate, and student reports of the relationship between participation and learning; student satisfaction with experience as team members and with the process of learning through participation in the exercise; and statistical analyses of the relationship between learning and participation. The goals for the project were met: most students explicitly related their learning about working in virtual teams to participation in the collaboration rather than to other course activities, and most students were satisfied with this approach to learning. The authors attribute the success of the project to the way it was integrated into course design. They suggest that learning about virtual teamwork could be attained to the satisfaction of more students if more project time were spent on team building and less on tasks associated with a complex project.

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