چکیده (انگلیسی):

Students and faculty are grappling with learning teams in the online environment - more than half
of all higher education organizations offer online courses (Hoffman, 2006). As online course
developers try to replicate the best practices of traditional classrooms, the asynchronous
technology of the Internet has added great capability while also increasing the confusion that
distance in space and time can add to the learning process.
This study conducted a qualitative survey of online learning teams using content analysis by three
researchers and grounded theory by the fourth researcher. Analysis of the rich text responses
prompted the researchers to propose a model for online team development that reflected the
functionality or dysfunctionality of teams. Key influences related to the internal or external locus
of control of conscientious students. Key findings include strong connections between
conscientiousness and attitude towards teamwork on the input side with satisfaction and trust for
outcomes. Unlike other research, these online teams linked performance not to pedagogy, but
conscientiousness, attitude towards teamwork, and trust. Technology did not hinder performance,
suggesting that the new generation of learners is more comfortable with online interactions. The
study detected a new factor, team leadership, as a core issue limiting learning and success within
teams.