The comparison of trust development in virtual and face-to-face collaborative learning groups

No Thumbnail Available

Date

2019

Authors

Baturay, Meltem Huri
Toker, Sacip

Journal Title

Journal ISSN

Volume Title

Publisher

Anadolu Universitesi

Open Access Color

OpenAIRE Downloads

OpenAIRE Views

Research Projects

Organizational Units

Organizational Unit
Information Systems Engineering
Information Systems is an academic and professional discipline which follows data collection, utilization, storage, distribution, processing and management processes and modern technologies used in this field. Our department implements a pioneering and innovative education program that aims to raise the manpower, able to meet the changing and developing needs and expectations of our country and the world. Our courses on current information technologies especially stand out.

Journal Issue

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 face-to-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. © 2019 Anadolu Universitesi.

Description

Keywords

Collaboration, Collaborative learning, E-learning, Face-to-face communication, Quasi-experimental, Trust, Virtual groups

Turkish CoHE Thesis Center URL

Fields of Science

Citation

10

WoS Q

Scopus Q

Q2

Source

Turkish Online Journal of Distance Education

Volume

20

Issue

3

Start Page

153

End Page

164