A Case Study of International Business Students' Experiences with Exploratory Talk Ground Rules in Online Group Work

Autor/inn/en	Kjølseth, Martha Clabby; Siddiq, Fazilat
Titel	A Case Study of International Business Students' Experiences with Exploratory Talk Ground Rules in Online Group Work
Quelle	In: Journal of Teaching in International Business, 34 (2023) 3, S.118-142 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kjølseth, Martha Clabby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2023.2230367
Schlagwörter	International Trade; Undergraduate Students; Cooperative Learning; Online Courses; Dialogs (Language); Business Administration Education; Management Development; Teacher Role; Assignments; Case Studies; Student Attitudes; Group Dynamics; Learning Activities; Technology Uses in Education; Influence of Technology; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Trade; International relations; Handel; Internationale Beziehungen; Kooperatives Lernen; Online course; Online-Kurs; Dialog; Dialogs; Dialogue; Dialogues; Lehrerrolle; Assignment; Auftrag; Zuweisung; Case study; Fallstudie; Case Study; Schülerverhalten; Gruppendynamik; Lernaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Norwegen
Abstract	This study investigates how students experience and describe group work in an online course in international business (IB) after being introduced to Barnes' exploratory talk ground rules (ETGRs) which promote norms for dialog that encourage participants to share ideas and information and to think together. This study examines the dialog in groups of fourteen IB undergraduates attending a four-week online course in International Management. Initially, the students received briefings about the ETGRs and wrote self-reports throughout the course, on which we conducted a thematic analysis. Our findings show that students who engage with and apply the ETGRs describe more shared responsibility for collaborative learning in the group work, a greater interest in exploring the perspectives of group members, and overall, more positive learning experiences. This implies that making the ETGRs transparent is considered beneficial for social interactions in group work. However, the teacher plays a key role in creating a class environment conducive for collaborative learning, and preconditions for productive group work, including a good assignment structure and proper technology preparation, must be met. The findings and their implications are discussed herein. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01