A model to evaluate the effectiveness of collaborative online learning teams: Self-disclosure and social exchange theory perspective
Collaborative online learning teams (COLTs) are teams that comprise online learning students who study in groups. Accompanying with the popularity of online learning in campus and industry, learning in groups has been attracting people’s attentions. However, there is little research constructing int...
| Main Authors: | , , , , |
|---|---|
| Other Authors: | |
| Format: | Conference Paper |
| Published: |
Academy of Taiwan Information Systems Research (ATISR)
2010
|
| Subjects: | |
| Online Access: | 10429 http://hdl.handle.net/20.500.11937/3842 |
| _version_ | 1848744342039035904 |
|---|---|
| author | Liu, Y. Chen, H. Liu, C. Lin, Chad Chan, H. |
| author2 | Chien-Chang Chen |
| author_facet | Chien-Chang Chen Liu, Y. Chen, H. Liu, C. Lin, Chad Chan, H. |
| author_sort | Liu, Y. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Collaborative online learning teams (COLTs) are teams that comprise online learning students who study in groups. Accompanying with the popularity of online learning in campus and industry, learning in groups has been attracting people’s attentions. However, there is little research constructing intact frameworks to evaluate the effectiveness of COLTs. This study built a framework by incorporating six constructs: self-disclosure, social exchange, trust, cohesion, performance and satisfaction, and validated it by analyzing data from a five-week experiment. The results showed that social exchange had a significant impact on trust but self-disclosure did not. Trust was significantly related to cohesion and cohesion was significantly related to performance and satisfaction. This study suggested instructors to incorporate the amount of students’ posts into parts of evaluation to facilitate self-disclosure, and to stop “social loafing” behaviors to encourage social exchange activities. |
| first_indexed | 2025-11-14T05:59:56Z |
| format | Conference Paper |
| id | curtin-20.500.11937-3842 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T05:59:56Z |
| publishDate | 2010 |
| publisher | Academy of Taiwan Information Systems Research (ATISR) |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-38422018-04-19T04:24:00Z A model to evaluate the effectiveness of collaborative online learning teams: Self-disclosure and social exchange theory perspective Liu, Y. Chen, H. Liu, C. Lin, Chad Chan, H. Chien-Chang Chen social exchange self-disclosure satisfaction performance COLTs Collaborative online learning teams (COLTs) are teams that comprise online learning students who study in groups. Accompanying with the popularity of online learning in campus and industry, learning in groups has been attracting people’s attentions. However, there is little research constructing intact frameworks to evaluate the effectiveness of COLTs. This study built a framework by incorporating six constructs: self-disclosure, social exchange, trust, cohesion, performance and satisfaction, and validated it by analyzing data from a five-week experiment. The results showed that social exchange had a significant impact on trust but self-disclosure did not. Trust was significantly related to cohesion and cohesion was significantly related to performance and satisfaction. This study suggested instructors to incorporate the amount of students’ posts into parts of evaluation to facilitate self-disclosure, and to stop “social loafing” behaviors to encourage social exchange activities. 2010 Conference Paper http://hdl.handle.net/20.500.11937/3842 10429 Academy of Taiwan Information Systems Research (ATISR) restricted |
| spellingShingle | social exchange self-disclosure satisfaction performance COLTs Liu, Y. Chen, H. Liu, C. Lin, Chad Chan, H. A model to evaluate the effectiveness of collaborative online learning teams: Self-disclosure and social exchange theory perspective |
| title | A model to evaluate the effectiveness of collaborative online learning teams: Self-disclosure and social exchange theory perspective |
| title_full | A model to evaluate the effectiveness of collaborative online learning teams: Self-disclosure and social exchange theory perspective |
| title_fullStr | A model to evaluate the effectiveness of collaborative online learning teams: Self-disclosure and social exchange theory perspective |
| title_full_unstemmed | A model to evaluate the effectiveness of collaborative online learning teams: Self-disclosure and social exchange theory perspective |
| title_short | A model to evaluate the effectiveness of collaborative online learning teams: Self-disclosure and social exchange theory perspective |
| title_sort | model to evaluate the effectiveness of collaborative online learning teams: self-disclosure and social exchange theory perspective |
| topic | social exchange self-disclosure satisfaction performance COLTs |
| url | 10429 http://hdl.handle.net/20.500.11937/3842 |