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Collaboration and Teamwork: Immersion and Presence in an Online Learning Environment

Author

Listed:
  • Martin Beer

    (Sheffield Hallam University, School of Computing & Management Sciences)

  • Frances Slack

    (Sheffield Hallam University, School of Computing & Management Sciences)

  • Gillian Armitt

    (Sheffield Hallam University, Registry)

Abstract

In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem-based learning by interacting with each other in a virtual semi-immersive environment. This paper describes, often in their own words, the experience of European occupational therapy students working together across national and cultural boundaries. Collaboration and teamwork were facilitated exclusively through an online environment, since the students never met each other physically during the OTIS pilot course. The aim of the paper is to explore the observations that (1) there was little interaction between students from different tutorial groups and (2) virtual teamwork developed in each of the cross-cultural tutorial groups. Synchronous data from the students was captured during tutorial sessions and peer-booked meetings and analyzed using the qualitative constructs of ‘immersion’, ‘presence’ and ‘reflection in learning’. The findings indicate that ‘immersion’ was experienced only to a certain extent. However, students found both ‘presence’ and shared presence, within their tutorial groups, to help collaboration and teamwork. Other evidence suggests that communities of interest were established. Further study is proposed to support group work in an online learning environment. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment.

Suggested Citation

  • Martin Beer & Frances Slack & Gillian Armitt, 2005. "Collaboration and Teamwork: Immersion and Presence in an Online Learning Environment," Information Systems Frontiers, Springer, vol. 7(1), pages 27-37, February.
  • Handle: RePEc:spr:infosf:v:7:y:2005:i:1:d:10.1007_s10796-005-5336-9
    DOI: 10.1007/s10796-005-5336-9
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    Citations

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    Cited by:

    1. Chulhwan Chris Bang, 2015. "Information systems frontiers: Keyword analysis and classification," Information Systems Frontiers, Springer, vol. 17(1), pages 217-237, February.
    2. Miroslava Raspopovic & Aleksandar Jankulovic, 2017. "Performance measurement of e-learning using student satisfaction analysis," Information Systems Frontiers, Springer, vol. 19(4), pages 869-880, August.
    3. Wenan Tan & Senbo Chen & Jingxian Li & Lingxia Li & Tong Wang & Xiaoming Hu, 2014. "A Trust Evaluation Model for E‐Learning Systems," Systems Research and Behavioral Science, Wiley Blackwell, vol. 31(3), pages 353-365, May.
    4. Lifang Qiao & Yichuan Zhang, 2022. "Analysis of MOOC Quality Requirements for Landscape Architecture Based on the KANO Model in the Context of the COVID-19 Epidemic," Sustainability, MDPI, vol. 14(23), pages 1-17, November.
    5. Stefan Stieglitz & Milad Mirbabaie & Nicholas R. J. Möllmann & Jannik Rzyski, 2022. "Collaborating with Virtual Assistants in Organizations: Analyzing Social Loafing Tendencies and Responsibility Attribution," Information Systems Frontiers, Springer, vol. 24(3), pages 745-770, June.
    6. Miroslava Raspopovic & Aleksandar Jankulovic, 0. "Performance measurement of e-learning using student satisfaction analysis," Information Systems Frontiers, Springer, vol. 0, pages 1-12.

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