Team Learning and Reflexivity in Technology-Mediated Collaboration

This study examines technological, educational/learning, and social affordances associated with the facilitation of team learning during technology-mediated collaborative problem solving. An empirical interpretive research approach using direct observation is used to interpret, evaluate and rate observable manifested behaviors and qualitative content (i.e., discussions) associated with team learning and team reflexivity. The theory of affordances and social impact theory are integrated to develop a conceptual model that asserts that collaboration mode (collocated vs. non-collocated and videoconferencing supported) will dictate the quality of information exchange, progressive elaboration of ideas, and the social processes that influence team learning. Team learning is then suggested to give rise to task and social reflexivity behaviors aimed at monitoring and evaluating acquired understanding, adaptation of task strategy, and maintenance of quality intra-team interactions. Results showed that collocated teams did engage in better quality team learning behaviors. Further, persistent reflection on task progress and solution accuracy yielded better team productivity while maintenance of a mutual supportive and positive climate yielded higher perceived quality interpersonal interactions. Theoretical, methodological and practical implications of the study are also discussed.