Exploring the formation of collective efficacy in college student learning teams
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Authors
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 26, 2009 in Vancouver, Canada ISBN 978-1-880094-76-1
Abstract
This study examines the impact of three dimensions of TMS (specialization, task-knowledge coordination and cognition-based trust) on collective efficacy. Ninety-two undergraduates from a northern university in Taiwan participated in an experiment which was employed to collected data. Subjects were randomly assigned to nineteen teams with each consisting of 4-5 persons. Each team was asked to solve a weekly business problem during the 8-week experiment. The study results indicated that: (1) specialization and cognition-based trust had significant positive effects on task-knowledge coordination; (2) task-knowledge coordination had significant positive effects on collective efficacy but specialization and cognition-based trust did not; and (3) collective efficacy significantly influenced team performance. This study found that task-knowledge coordination was the most important dimension of TMS. The study result suggests that effective task-knowledge coordination facilitates the formation of collective efficacy and which, in turn, lead to better team performance.
Citation
Lin, Y.H. & Chou, H.W. (2009). Exploring the formation of collective efficacy in college student learning teams. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2863-2870). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/p/32891.
© 2009 AACE