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Efficiency and Performance of Work Teams in Collaborative Online Learning
Abstract
Online learning, or e-learning, can be an interesting way of encouraging employees to collaborate in performing their work (Fichter, 2002). For example, it can help employees to learn quickly and efficiently, without the inconvenience of absence from the workplace. It can take place at the location desired by the employee, for example, at the office or at home, when the employee wants and needs it, and at a suitable pace (Mingasson, 2002). Employees can, therefore, control their learning progress without having to travel to a classroom. Some find online learning less intimidating and less risky than classroom-based courses given by trainers (Fichter, 2002). If online learning is to be effective, however, employees need a high local network capacity, an Internet connection, and a computer support system to ensure that both hardware and software function properly (Muianga, 2005). The purpose of the research described in this article is to examine the impact of interaction efficiency on the ability of teams to work together and on their learning performance. The article begins by examining the main variables of e-learning use, and goes on to propose a model of work team efficiency and performance in collaborative online learning. It also presents the study’s methodological considerations. Pilot projects were carried out in two universities in Québec, Canada. Virtual teams of five students were formed, and an academic task was handed in to the professors in charge of the projects. The students then completed a questionnaire. The article analyses the benefits of using new technology in university-level courses, and proposes avenues for future research.
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