EDUC 30 Chapter Notes - Chapter Franen, Kirschner, & Erkens: Computer-Supported Collaborative Learning, Team Effectiveness, Mental Model
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Mediating team effectiveness in the context of collaborative learning: Geelan, 1997; smith, 2002: within this paradigm, learners working with conceptual artifacts on the basis of an open assignment with built-in interdependency is considered conditional for meaningful participation in knowledge construction activities (bluemenfeld, & lin, 2007: team effectiveness can partly be predicted by the team mem(cid:271)e(cid:396)s(cid:859) social skills and personality characteristics (baldwin, bedell, & johnson, 1997; ellis et al. , 2003; halfhill, sundstrom, lahner, calderone, & nielsen, 2005; morgeson, Reider, & campion, 2005: teams are also more effective if team members show commitment toward the team (i. e. , the process) and towards the task (i. e. , the product) (hirokawa, Cathcart, samovar,& henman, 2003: the role of leadership in learning teams or problem-solving teams is unclear, some researchers have found negative effects of leadership on team performance if learning and/or problem solving is the goal (alper, Tjosvold, & law, 1998; cummings & cross, 2003; durham, knight, &
