Abstracts
Abstract
Modern learning theories stress the importance of student-centered and self-directed learning. Problem-Based Learning (PBL) supports this by focusing on small group learning centered around authentic problems. PBL, however, usually relies heavily on face-to-face team collaboration and tutor guidance. Yet, when applied in online/blended environments, such elements may not be feasible or even desirable. This study explores how virtual teams collaborate in online learning tasks in the context of a nine-week Massive Open Online Course (MOOC) where international, virtual teams worked on PBL-like tasks. Twenty-one self-formed teams were observed. An inductive thematic analysis resulted in five themes: 1) team formation and team composition, 2) team process (organization and leadership), 3) approach to task work (task division and interaction), 4) use of tools, and 5) external factors (MOOC design and interaction with others). Overall findings revealed that online, virtual teams can collaborate on learning tasks without extensive guidance, but this requires additional communication and technological skills and support. Explicit discussion about group organization and task work, a positive atmosphere, and acceptance of unequal contributions seem to be positive factors. Additional support is required to prepare participants for virtual team work, develop digital literacy, and stimulate more elaborate brainstorming and discussion.
Keywords:
- MOOC,
- problem-based learning,
- PBL,
- open educational resources,
- online learning,
- virtual teams,
- team collaboration,
- design-based research
Appendices
Bibliography
- Ahn, J., Butler, B. S., Alam, A., & Webster, S.A. (2013). Learner participation and engagement in open online courses: Insights from the Peer 2 Peer University. MERLOT Journal of Online Learning and Teaching, 9(2). Retrieved from http://jolt.merlot.org/vol9no2/ahn_0613.htm
- Barber, W., King, S., & Buchanan, S. (2015). Problem based learning and authentic assessment in digital pedagogy: Embracing the role of collaborative communities. Electronic Journal of e-Learning, 13(2), 59-67. Retreived from http://www.ejel.org
- Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York, NY: Springer.
- Bergman, E., De Feijter, J., Frambach, J., Godefrooij, M., Slootweg, I., Stalmeijer, R., & Van Der Zwet, J. (2012). AM last page: A guide to research paradigms relevant to medical education. Academic Medicine: Journal of the Association of American Medical Colleges, 87(4), 545. doi: 10.1097/ACM.0b013e31824fbc8a
- Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1076/2087
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
- Clark, D. (2016). MOOCs: Course completion is wrong measure. Retrieved from http://donaldclarkplanb.blogspot.nl/2016/02/moocs-course-completion-is-wrong-measure.html
- Cormier, D., & Siemens, G. (2010). Through the open door: Open courses as research, learning, and engagement. EDUCAUSE Review, 45(4), 30-39. Retrieved from http://www.educause.edu/ero/article/through-open-door-open-courses-research-learning-and-engagement
- De Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455-471. doi: 10.1111/bjet.12268
- Dolmans, D. H. J. M., de Grave, W., Wolfhagen, I. H. A. P., & van der Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39, 732-41. doi: 10.1111/j.1365-2929.2005.02205.x
- De Jong, N., Savin-Baden, M., Cunningham, A. M., & Verstegen, D. M. L. (2014). Blended learning in health education: Three case-studies. Perspectives on Medical Education, 3, 278-288. doi: 10.1007/s40037-014-0108-1
- Espasa, A., & Meneses, J. (2010). Analyzing feedback processes in an online teaching and learning environment: An exploratory study. Higher Education, 59(3), 277-292. doi: 10.1007/s10734-009-9247-4
- Evans, B. J., Baker, R. B., & Dee, T. S. (2016). Persistence patterns in massive open online courses (MOOCs). Journal of Higher Education, 87, 206-242. doi: 10.1080/00221546.2016.11777400
- Ertmer, P. A., & Koehler, A. A. (2015). Facilitated versus non-facilitated online case discussions: Comparing differences in problem space coverage. Journal of Computing in Higher Education, 27, 69-93. Retrieved from https://www.learntechlib.org/p/161629/
- Fernández-Diaz, E., Rodriguez-Hoyos, C., & Calvo Salvador, A. (2017). The pedagogic architecture of MOOC: A research project on educational courses in Spanish. The International Review of Research in Open and Distributed Learning, 18(6). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2964/4374
- Fonteijn, H. (2015). Making students responsible for their learning-Empowering learners to build shared mental models. In A. Dailey-Hebert & K. S. Dennis (Eds.), Transformative perspectives and processes in higher education (pp. 97-116). Springer International Publishing.
- Fournier, H., & Kop, R. (2015). MOOC learning experience design: Issues and challenges. International Journal on E-Learning, 14(3), 289-304. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/150661/
- Gurtner, A., Tschan, F., Semmer, N, & Nägele, C. (2007). Getting groups to develop good strategies: Effects of reflexivity interventions on team process, team performance, and shared mental models. Organizational Behavior and Human Decision Processes, 102, 127-142. doi: 10.1016/j.obhdp.2006.05.002
- Hagedoorn, T. R. (2017). Massive open online courses profiling for dropout prediction. (Unpublished bachelor thesis). Maastricht University, The Netherlands.
- Haines, R. (2014). Group development in virtual teams. Computers in Human Behavior, 39(C), 213-222. doi: 10.1016/j.chb.2014.07.019
- Hayashi, S., Tsunekawa, K., Inoue, C., & Fukuzawa, Y. (2013). Comparison of tutored group with tutorless group in problem-based mixed learning sessions: A randomized cross-matched study. BMC Medical Education, 13(1), 158. doi: 10.1186/1472-6920-13-158
- Hollands, F. M, & Tirthali, D. (2014). MOOCs: Expectations and reality. Full report. New York, NY: Columbia University, Teachers College, Center for Benefit-Cost Studies of Education.
- Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23(1), 1-13. doi: 10.3402/rlt.v23.26507
- Khalil, H., & Ebner, M. (2014). Moocs completion rates and possible methods to improve retention: A literature review. In Proceedings of EdMedia, World Conference on Educational Media and Technology (Vol. 2014, pp. 1305-1313). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
- Littlejohn, A., Hooda, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40-48. doi: 10.1016/j.iheduc.2015.12.003
- Mackness, J., Waite, M., Roberts, G., & Lovegrove, E. (2013). Learning in small, task-oriented connectivist MOOC: Pedagogical issues and implications for higher education. The International Review of Research in Open and Distance Learning, 14(4). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1548/2636
- Mayer, L. (2016). What can we learn from virtual team collaboration in a cMOOC? Introducing a framework of early team planning in virtual teams. (Unpublished master thesis). Maastricht University, The Netherlands.
- Moust, J., Bouhuijs, P., & Schmidt, H. 2014. Introduction to problem-based learning: A guide for students. Noordhoff Uitgevers B.V.: Groningen, the Netherlands.
- Salazar-Márquez, R. (2017). Digital immigrants in distance education. The International Review of Research in Open and Distributed Learning, 18(6). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2967/4361
- Toven-Lindsey, B., Rhoads, R. A., & Berdan Lozano, J. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. Internet and Higher Education, 24, 1-12. doi: 10.1016/j.iheduc.2014
- Van Tilburg, J. (2014). Digital problem-based learning goes beyond the university itself. (Unpublished master thesis). Maastricht University, The Netherlands.
- Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013-2015. International Review of Research in Open and Distributed Learning, 17(2), 198-221. doi: 10.19173/irrodl.v17i2.2448.
- Verstegen, D., Fonteijn, H., Dolmans, D., De Rijdt, C., De Grave, W., & Van Merriënboer, J. (in press). An exploration of Problem-Based Learning in a MOOC. In N. Dabbagh, M. Moallam, & W. Hung, The Wiley handbook of problem-based learning. New Jersey, USA: John Wiley & Sons.
- Verstegen, D. M. L., de Jong, N., van Berlo, J., Camp, A., Könings, K. D., van Merriënboer, J. J. G., & Donkers, J. (2016a). How e-learning can support PBL groups: A systematic literature review. In S. Bridges, L. K. Chan, & C. Hmelo-Silver (Eds), Educational technologies in medical and health sciences education (pp. 9-35). Springer, Advances in Medical Education. Volume 5.
- Verstegen, D., Spruijt, A., Dailey-Hebert. A., Clarebout, G., & Fonteijn, H. (2016b). MOOCs and PBL: Project report. Maastricht University, the Netherlands.
- Wen, M., Yang, D., & Rosé, C.P. (2015) Virtual teams in massive open online courses. In C. Conati, N. Heffernan, A. Mitrovic, & M. Verdejo (Eds.), Artificial intelligence in education 2015 (pp. 820-825). Lecture Notes in Computer Science, volume 9112. Springer, Cham.
- Woods, D. R., Duncan-Hewitt, W. C., Hall, F. L., Eyles, C. H., & Hrymak, A. N. (1996). Tutored versus tutorless groups in problem-based learning. American Journal of Pharmaceutical Education, 60(3), 231-238.