Team Learning in Technology-Mediated Distributed Teams

1. INTRODUCTION Technology-mediated learning (TML) has been defined as a learning process (i.e., information exchange, interpretation, and encoding into a mental model) among peers and/or instructors that are mediated through the use of advanced information and communications technologies (ICT) (Alavi & Leidner, 2001). ICT has been used to support core teaching and learning activities in universities implementing distance learning (Chang, 2004; Saw et al. 2008) and organizations conducting projects via geographically dispersed teams (Gibson & Gibbs, 2006; Nunamaker, Reinig & Briggs, 2009). In both contexts, technology-mediated teams engage in team learning that gives rise to knowledge that is then subsequently used in task execution. Realizing the role of learning in collaborative team work, Wilson, Goodman, and Cronin (2007) called for a process analysis approach (i.e., assessment of discourse and behavior) in investigating team learning. By directly observing team learning behaviors, one could identify exactly how the team learning process is either enhanced or constrained. The purpose of this study is to extend current research on technology-mediated team performance by examining the effects of collaboration mode (collocated or technology-mediated non-collocated) on team interactions during project-based teamwork. The following research questions are addressed in this study: (1) How does technology-mediated collaboration impact team learning behaviors? (2) Does team learning involve both technical and social process? To answer these questions, an empirical interpretive research approach using direct observation (Bakeman, 2000) is used to interpret, evaluate and rate observable manifested behaviors and qualitative content (i.e. discussions) associated with team learning. Direct observation can provide more accurate descriptions of actual behavior at the time and place of its natural occurrence. In addition, direct observation can provide measures of responses that most subjects cannot accurately describe or recall, such as behavior rates, intensity of behavioral responses, and some thoughts that subjects may be unwilling to report or may distort. Ratings of task-related and affect-related communication exchanges by three trained observers are used. The remainder of the paper is organized as follows. Section 2 presents a review of the relevant literature on team learning and potential influences on team member behavior. This is followed with a discussion of the research model and hypotheses in section 3. Section 4 and section 5 follow with a discussion of the methodology and results, respectively. Next, section 6 presents key findings, theoretical and methodological contributions, and implications. Concluding remarks follow in section 7. 2. LITERATURE REVIEW Execution of project-based tasks requires information exchange, team learning and collaborative interactions to identify and assess the problem domain and to generate alternative solutions. In addition, team learning is a key factor and is essential to improved problem-solving, decision making and task performance. Kirschner et al. (2004) adaptation of Gibson's (1977) theory of affordance for the learning context along with social impact theory (Latane, 1981) provide a framework that can be used to explain how facilitative and motivational aspects of collaboration mode (collocated versus technology-mediated non-collocated) can either constrain or enhance team learning behaviors and the social context in which team learning and problem solving take place. 2.1 Affordances for Technology-Mediated Learning Using Gibson's (1977) theory of affordances, Kirschner et al. (2004) suggested that the effectiveness of a collaborative learning process is contingent upon the technological, educational (or learning), and social affordances present in the task environment. According to Kirschner et al. …