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In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team the opportunity to learn from the absent student. Other team members' absenteeism should be costly for individual performance if collaborative learning fosters learning and retention. The research finds that while absenteeism is detrimental to the student's own performance, absenteeism of other team members from team activities has a significant negative effect on both individual exam and homework scores. The conclusions validate the benefits of active learning and of encouraging attendance in collaborative learning environments in all disciplines. 相似文献
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信息时代企业组织单位的设计 总被引：1，自引：0，他引：1
本论文根据顾客需求的复杂性和企业产品技术的复杂性，将信息时代企业内的组织单位——过程团队分成职能过程团队、产品过程团队、项目团队、业务员等四种类型，深入分析了这四种过程团队的特点、适用条件及其建立的前提条件。最后，总结出信息时代企业组织结构的模式。 相似文献
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Providing teams with feedback has been forwarded as a powerful practice to improve their learning and performance. Yet, this learning potential may not be realized unless teams actively process this feedback by stepping back from their team activity, building plans, and ultimately putting them into action. In an experimental study (N = 212 undergraduate students), we compared the effects of team-level feedback with or without an intervention prompting shared reflection on the feedback (i.e., guided reflexivity) to a no feedback control group on team performance growth. The results showed that only the combination of team performance feedback and guided reflexivity lead to performance change, at the beginning of team activity. These findings suggest that prompting feedback processing at an early stage of collaborative work has the power to help teams benefit from their past experiences and improve performance. 相似文献
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《Communication monographs》2012,79(1):108-136
Organizational trends toward team-based structures, globalization, and reliance on communication technology have spurred research addressing the communication processes of virtual teams. However, much of the extant research focuses on the ways virtual teams differ from conventional, face-to-face teams and fails to examine variations in virtual team characteristics that may impact team communication behaviors and experiences. The study reported here identifies two categories of virtual team characteristics (communicative and structural) and uses these to explore their relationships to team communication technology use and team outcomes. Analysis of data from 98 virtual teams reveals that structural features primarily relate to media use, whereas communication considerations are associated with team outcomes. Additional analyses indicate that various communicative predictors moderate the relationships between technology use and outcomes. These results point to theoretical and practical implications for researchers, team members, managers, and organizations related to virtual team design and communication processes. 相似文献
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Despite the crucial role of creativity in the dynamic and intricate practice of Information Systems Development (ISD), our understanding of its emergence in ISD teams is limited. Prior research has focused on isolated interventions into the people, structure, task, and technology components of ISD practices. However, the synergistic interactions between these components are often overlooked, resulting in interventions that may be ineffective or counterproductive. Drawing on Leavitt’s Socio-Technical Systems (STS) theory, this paper explores creativity as a synergistic outcome of interactions within and between the people, structure, task, and technology components. Our qualitative study at a multinational banking software provider reveals that creativity emerged from within-component interactions when innovators and facilitators in ISD teams interact empathetically during idea generation and evaluation, visualize ideas using technologies for representation and collaboration, and align their creative styles with the organization's formal and informal structures. Additionally, we found that interactions between the STS components in ISD team practices created stimulating environments for creativity to emerge. Our study advances an STS perspective on the emergence of creativity in ISD teams, emphasizing synergistic interactions between people, structure, task, and technology rather than isolated interventions. Practically, our findings provide insights into how IS professionals can nurture creativity by fostering empathetic leadership, aligning creative styles with organizational structures, and balancing tensions between control and drift. 相似文献