ASEE Annual Conference and Exposition, Conference Proceedings
Volume 122nd ASEE Annual Conference and
Exposition: Making Value for Society, Issue 122nd ASEE Annual Conference
and Exposition: Making Value for Society, 2015
Exposition: Making Value for Society, Issue 122nd ASEE Annual Conference
and Exposition: Making Value for Society, 2015
2015 122nd ASEE Annual Conference and Exposition; Washington
Convention CenterSeattle; United States; 14 June 2015 through 17 June
2015; Code 113020
Convention CenterSeattle; United States; 14 June 2015 through 17 June
2015; Code 113020
Virtual peer teams: Connecting students with the online work environment (Conference Paper)
a
San Jose State University, General Engineering Department, United States
b
Oregon State University, United States
c
Purdue University, West Lafayette, United States
San Jose State University, General Engineering Department, United States
b
Oregon State University, United States
c
Purdue University, West Lafayette, United States
Abstract
This study examined
the potential of online collaboration tools to develop team cohesiveness
and research skills of undergraduates participating in Virtual Peer
Teams (VPTs) in a geographically distributed research experience for
undergraduates (REU). The VPTs mimic geographically dispersed virtual
teams that are now common in industry. VPTs consisted of four to six
students from multiple REU sites around the United States who were asked
to experiment with various collaboration and social network
technologies to complete specified research-based and social tasks.
Surveys were used to collect formative and summative feedback. Students
agreed their VPT experiences were significant in their professional
development and broadened their network of colleagues. Further, VPTs
increased their ability to comfortably provide feedback to their peers,
learn about research projects at other sites, and develop a network of
colleagues beyond their local research facility. VPT assignments were
motivated by earlier assessments of REU cohorts, which indicated that
students had gained competencies with social media for connecting with
friends and family, but needed more practice with IT tools that they
will use in the rapidly evolving work environment. Students indicated
that they have continued to use online collaboration tools and skills
learned through the VPTs when they returned to their home universities
after completion of the summer REU program. While further development of
the VPT concept is warranted to address specific student learning
outcomes, results imply that students' experiences had a positive impact
on their use of these tools and their confidence to use them in future
professional interactions involving virtual collaboration. © American
Society for Engineering Education, 2015.
the potential of online collaboration tools to develop team cohesiveness
and research skills of undergraduates participating in Virtual Peer
Teams (VPTs) in a geographically distributed research experience for
undergraduates (REU). The VPTs mimic geographically dispersed virtual
teams that are now common in industry. VPTs consisted of four to six
students from multiple REU sites around the United States who were asked
to experiment with various collaboration and social network
technologies to complete specified research-based and social tasks.
Surveys were used to collect formative and summative feedback. Students
agreed their VPT experiences were significant in their professional
development and broadened their network of colleagues. Further, VPTs
increased their ability to comfortably provide feedback to their peers,
learn about research projects at other sites, and develop a network of
colleagues beyond their local research facility. VPT assignments were
motivated by earlier assessments of REU cohorts, which indicated that
students had gained competencies with social media for connecting with
friends and family, but needed more practice with IT tools that they
will use in the rapidly evolving work environment. Students indicated
that they have continued to use online collaboration tools and skills
learned through the VPTs when they returned to their home universities
after completion of the summer REU program. While further development of
the VPT concept is warranted to address specific student learning
outcomes, results imply that students' experiences had a positive impact
on their use of these tools and their confidence to use them in future
professional interactions involving virtual collaboration. © American
Society for Engineering Education, 2015.
Source Type: Conference Proceeding
Original language: English
Original language: English
Document Type: Conference Paper
Sponsors: Publisher: American Society for Engineering Education
Scopus - Document details
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