دورية أكاديمية
A Case Study of International Business Students' Experiences with Exploratory Talk Ground Rules in Online Group Work
| العنوان: | A Case Study of International Business Students' Experiences with Exploratory Talk Ground Rules in Online Group Work |
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| اللغة: | English |
| المؤلفون: | Kjølseth, Martha Clabby (ORCID |
| المصدر: | Journal of Teaching in International Business. 2023 34(3):118-142. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | International Trade, Undergraduate Students, Cooperative Learning, Online Courses, Dialogs (Language), Business Administration Education, Management Development, Teacher Role, Assignments, Case Studies, Student Attitudes, Group Dynamics, Learning Activities, Technology Uses in Education, Influence of Technology, Foreign Countries |
| مصطلحات جغرافية: | Norway |
| DOI: | 10.1080/08975930.2023.2230367 |
| تدمد: | 0897-5930 1528-6991 |
| مستخلص: | This study investigates how students experience and describe group work in an online course in international business (IB) after being introduced to Barnes' exploratory talk ground rules (ETGRs) which promote norms for dialog that encourage participants to share ideas and information and to think together. This study examines the dialog in groups of fourteen IB undergraduates attending a four-week online course in International Management. Initially, the students received briefings about the ETGRs and wrote self-reports throughout the course, on which we conducted a thematic analysis. Our findings show that students who engage with and apply the ETGRs describe more shared responsibility for collaborative learning in the group work, a greater interest in exploring the perspectives of group members, and overall, more positive learning experiences. This implies that making the ETGRs transparent is considered beneficial for social interactions in group work. However, the teacher plays a key role in creating a class environment conducive for collaborative learning, and preconditions for productive group work, including a good assignment structure and proper technology preparation, must be met. The findings and their implications are discussed herein. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1400574 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0897-5930 1528-6991 |
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| DOI: | 10.1080/08975930.2023.2230367 |