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Making Online Teams Work

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Creativity and Critique in Online Learning

Abstract

Contemporary graduates are expected to be adept at working collaboratively; however, enabling students to acquire the necessary skills is particularly challenging in an online context. This study uses empirical research involving tutor and tutor perspectives to investigate barriers to successful online team work. Poor group dynamics are frequently an area of concern for students and this study analysed written communication between group members when solving puzzles. The results led us to propose that, in the online environment, tutors and students need time, opportunity and motivation to adopt the social constructionist approach, rather than relying on the information transmission model. We conclude by emphasizing that, in any teaching model, strategic planning should include resources to nurture collaborative skills for students and their tutors.

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Authors and Affiliations

  1. School of Psychology, Faculty of Arts and Social Sciences, Open University, Milton Keynes, UK

    Helen Kaye & Jane Barrett

Authors
  1. Helen Kaye
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  2. Jane Barrett
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Correspondence to Helen Kaye .

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Editors and Affiliations

  1. Open University, Milton Keynes, United Kingdom

    Jacqueline Baxter

  2. Open University, Milton Keynes, United Kingdom

    George Callaghan

  3. Open University, Milton Keynes, United Kingdom

    Jean McAvoy

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Kaye, H., Barrett, J. (2018). Making Online Teams Work. In: Baxter, J., Callaghan, G., McAvoy, J. (eds) Creativity and Critique in Online Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-78298-0_4

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  • DOI: https://doi.org/10.1007/978-3-319-78298-0_4

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-78297-3

  • Online ISBN: 978-3-319-78298-0

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