Student Accountability in Online Team Projects

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cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorPrice, Gregory
dc.date.accessioned2016-11-15T00:49:32Z
dc.date.available2016-11-15T00:49:32Z
dc.date.issued2015
dc.description.abstractTeams are an important functional business tool used to solve problems, and, as businesses become more globalized, virtual teams are becoming the norm. Today, between 50% and 80% of all U.S organizations are incorporating the use of virtual teams (Germain, 2011). This shift has created a need to build more effective teams and for universities to educate students on how to become more effective contributors to the virtual team environment (Gilson, Maynard, & Bergiel, 2013). With all teams, trust has proven to be an effective motivator and this is even truer in the online world (Anson & Goodman, 2013). Thus, researchers are exploring instructional strategies to address student accountability, believing that accountability and communication protocols drive trust. This paper will focus on how instructional design can influence student accountability within the virtual online classroom, and it will describe a method of instruction to effectively teach team collaboration.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/578
dc.language.isoen
dc.publisherCreateSpace
dc.publisher.institutionCity University of Seattle (CityU)
dc.relation.ispartofAdvances in Exemplary Instruction
dc.relation.ispartofseriesProven practices in higher education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectvirtual teams
dc.subjectteaching team collaboration
dc.subjectteamwork in online learning environment
dc.titleStudent Accountability in Online Team Projects
dc.typeBook Chapter
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