The Comparison of Trust Development in Virtual and Face-To Collaborative Learning Groups

dc.authorid Baturay, Meltem Huri/0000-0003-2402-6275
dc.authorid Toker, Sacip/0000-0003-1437-6642
dc.authorwosid Toker, Sacip/I-8622-2019
dc.authorwosid Baturay, Meltem/AAF-9025-2019
dc.contributor.author Baturay, Meltem Huri
dc.contributor.author Toker, Sacip
dc.contributor.other Information Systems Engineering
dc.date.accessioned 2024-10-06T10:58:15Z
dc.date.available 2024-10-06T10:58:15Z
dc.date.issued 2019
dc.department Atılım University en_US
dc.department-temp [Baturay, Meltem Huri] Atilim Univ, Dept Basic English, Sch Foreign Languages, TR-06830 Ankara, Turkey; [Toker, Sacip] Atilim Univ, Informat Syst Engn Dept, Sch Engn, TR-06830 Ankara, Turkey en_US
dc.description Baturay, Meltem Huri/0000-0003-2402-6275; Toker, Sacip/0000-0003-1437-6642 en_US
dc.description.abstract The study investigates the effect of delivery types of (virtual and face-to-face) collaborative learning environments on the development of trust among group members in a graduate course. For this aim, a quasi-experimental, non-equivalent group comparison was used. It comprised a total of 64 participants 21 in the face-to-face group, and 43 in the virtual group. Study participants were comprised of students registered in a course entitled 'Web-based Education: Principles of Design and Implementation' in the spring semester as part of either a virtual or traditional face-to-face graduate program in Information Systems at an institute of higher education in Turkey in 2010. Trust levels were measured at two different occasions, namely in the beginning and end of the semester, for both study groups. The participants completed a web-based course material design project as a collaborative group activity. The results indicate that trust increases over time among virtual participants, but declines among face-to-face participants. While levels of trust among virtual course participants are lower than those of face-to-face course participants in the beginning of the semester, trust levels of virtual participants surpass those of faceto-face participants by the end of the semester. This study demonstrates that trust can develop in virtual learning environments. The initial level of trust should be taken into consideration by instructors or managers before forming groups. en_US
dc.description.woscitationindex Emerging Sources Citation Index
dc.identifier.citationcount 16
dc.identifier.endpage 164 en_US
dc.identifier.issn 1302-6488
dc.identifier.issue 3 en_US
dc.identifier.scopusquality Q2
dc.identifier.startpage 153 en_US
dc.identifier.uri https://hdl.handle.net/20.500.14411/8879
dc.identifier.volume 20 en_US
dc.identifier.wos WOS:000473355000011
dc.institutionauthor Baturay, Meltem Huri
dc.institutionauthor Toker, Sacip
dc.language.iso en en_US
dc.publisher Anadolu Univ en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.subject Trust en_US
dc.subject face-to-face communication en_US
dc.subject e-learning en_US
dc.subject collaboration en_US
dc.subject virtual groups en_US
dc.subject collaborative learning en_US
dc.subject quasi-experimental en_US
dc.title The Comparison of Trust Development in Virtual and Face-To Collaborative Learning Groups en_US
dc.type Article en_US
dc.wos.citedbyCount 10
dspace.entity.type Publication
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