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Virtual teams in education


The future of the business is not in brick and mortar institutions like history. The proliferation and miniaturization of communication media, mobile phones, fax, the Internet, personal storage media and computers at the top of the page make it possible to reach offices where people are & # 150; not where the office is.

Carpenter (1998) made the Internet more versatile for communication than any medium available today. People can interact with individuals or groups by name, pseudonym, or anonymously. He says the Internet is a virtual community where people come together, go into discourse, friends, fall in love and develop all the relationships developed in physical communities. (Page 1)

The Internet, however, cannot be a panacea. The Internet goes beyond technology in social interaction. Organizations have a dilemma in promoting successful interactions and community building online. According to statistics, nearly ten million people work in virtual offices, and 40 percent of large organizations have telework. Yet, according to Carpenter (1998) mentioned above, virtual employment accounts for just seven to ten percent of the workforce

Why didn't the virtual office flourish? Sociologists suggest that informal interaction is needed. office unloading. Organizations are stubbornly accepting virtual teams who believe that team projects perform best at conference tables and that virtual workers can only take part in individual tasks. Still other organizations believe that virtual workers are not being properly supervised.

Kohrell (2005), Associate Professor at Bellevue University, Chairman of Technology As Promised. He is a specialist in developing virtual teams and building trust in virtual teams. Simply explains virtual trust. Virtual trust is placed on an airplane, not knowing the air traffic controllers, but trusting that they are doing their job correctly. Explains the building of virtual trust through communication. often with integrity, certainty and predictability.

Other data produced by Kohrell also support the economy of the virtual office. Verma (2005) contains some information that presents top managers from Europe, Asia and the United States about cost savings (69 percent) and increasing productivity (64 percent) when using telework. Verma quotes Joe Roitz's AT&T comments. Roitz said: "Telework alone alone generates more than $ 150 million a year in productivity growth, real estate savings and increased retention of AT&T." These statistics suggest that strategies for business recognition and successful change are evolving

Tucker, Kao and Verma (2005) state that there are trends in employment that organizations cannot ignore. One point is that the workforce is declining globally. They also recognized that cultural norms are now different, more relaxed. Joining the blend gives people greater freedom to move around the world. They point out that there are staff trends that organizations can count on

1. Smaller and less well trained

2. More Global

3. Very Virtual

4. It is particularly diverse and

5. Autonomous and Authorized

It is concluded that leaders in these trends require a new generation of talent management. & # 147; This new talent management must take strategic steps to manage the new workforce in future-oriented organizations. These steps are as follows:

1. Predictive Labor Inspection and Strategic Talent Decision Making

2. Flexible and predictive talent delivery

3. Customized and personalized rewards and communication

4. Distributed and influential leadership

5. Uniform and Compassionate Cultures

Computerized Communication (CMC)

It is important to discuss CMC as virtual workers are & # 150; rely on & # 150; computer broadcasting. Jones (1998) Patton (1986) mentions a discussion on motorway construction, which is a means of connecting people to one another. Patton noticed that the motorways were not connected to us, but the feeling of separation increased. Cities are divided, neighborhoods are divided, urban intimacy is destroyed. From this negative view, Jones concludes that the Internet can actually do what highways

Computer-aided communication, which is sewn, will take place electronically, which the cement roads could not do, namely to connect us and not atomize us, and a & # 147; vehicle & # 148; and yet do not remove us from the rest of the world. (Page 3)

CMC offers new areas for social scientists to study. Traditionally, social scientists have detected certain communities at certain boundaries. However, new computer societies exist without barriers, and the definition of membership in cyber society does not correspond to traditional categories.

Education in cyber society

What does this mean for education? The US Department of Education (US-DOE) examines twelve-month higher education statistics from 2000 to 2001. US-DOE data at this time point 56 percent (2320) high school two and four year school online courses. Another twelve percent desire to go online in the next three years. Finally, 31 percent said they would not be online. Obviously, two-thirds of colleges and universities have or want students to learn online. What does this mean for the arm? The following paragraph deals with this issue.

The Higher Education Committee accredits Bellevue University in Nebraska. In an online presence, there are 17 college programs with 7 degree programs and 7 graduate programs available. The Bellevue University Vocational Training College (CPS) manages all undergraduate programs. CPS is the seventh graduate of three, MBA and Master of Arts in Management College Board members are at the College of Informatics. Although the College of Arts and Sciences does not have online degrees, it administers several course clusters and individual online courses. That's why Bellevue University is an example of an institution that focuses on online learners

The online, mostly adult student, accounts for 40% of the university population. The University of Bellevue has both traditional four-year university students and non-traditional adult students. During the 2004/2005 school year, he boasted that there were students in the 24 hours in the Bellevue University between the world and the North and South Poles

. Approx. Add 150, and one-third of those in remote locations who teach online (information provided by the college administrator).

However, this is not unique at Bellevue University. Online search for colleges with online offers sends dozens of institutions back. Reducing web search to fully accredited schools with online offers leads to numerous hits. The Phoenix University, Capella, Nova Southeastern and Walden are well known on the online scene. Of these, the University of Phoenix is ​​very aggressive in both student and academic education. It is not unusual for students to seek lower tuition fees and / or more liberal credit transfer policies between online schools. In addition, it is likely that a number of university professors will be admitted as university professors.

Online Teacher Interviews

Five of the approximately 50 online remote tutors at the Bellevue University responded by inviting telephone or email interviews. Another interview with an online supplement that lives in the Omaha metro area is to enforce other teacher comments. One of the distant faculty members teaches in two other institutions, one online and one face to face. Finally, I will submit personal comments and experiences as an online accessory, face-to-face trainer, and one that has taught in several institutions

All respondents unanimously answered why they contribute to college teachers, love teaching. The answers are & quot; I like to share what I've learned, & # 148; & nbsp; & nbsp; & # 147; They responded to their follow-up that online teaching is new to them, an interesting way for students to connect and geographically separate people for a common goal (education).

An interviewee, a doctor Indiana, teaches healthcare administration at Bellevue University, staying with nurses and other health administrators. Doctors find it difficult to learn that they are not running anything. & # 148; In addition to teaching at Bellevue University, he developed a course that was accepted as a Master's Degree in Health Care at CPS. He also shared that he was a mentor for third and fourth year medical residents who were passing their medical systems. It does not teach in this role, but rather helps medical residents. leaning and table preparation. He suggested that this role requires the creation of a relationship of trust and trust with his mentor. He said he would always start a mentoring relationship in a personal environment before forwarding it to phone or email. He said that online teaching and managing student problems and misunderstandings are much less trying than mentoring new doctors.

The local interview, which was carried out personally, was the executive assistant of the university president. He used to teach in the classroom; however, the schedule needs were taken away from the class. Online teaching allows you to stay in touch with students while retaining the travel schedule.

When asked why they applied at Bellevue University, the answers were widespread. An instructor, a retired senior officer of an army, taught a year after the Bellevue Master degree. The university moved closer to it than to initiate the application. Another Georgian university, currently studying at the Atlanta Campus of the United States, has turned to Bellevue for his close relationship with university military students. One of the respondents is an empty nester who is banned from his nursing profession and wanted to retire actively. There was no consistent answer to this question, unless it was linked to the enjoyment of teaching.

That is why all interviewed online tutors are virtual for their students. They all used email and phone as their primary means of communication with their students. In addition, the Bellevue University's Cyberactive® learning environment is also used to perform classes run by Blackboard. It has been reported that, compared to student communication, it has reached 40 percent and 10 percent e-mail usage levels. Everything has been reported to contact the students with the phone; however, telephone usage was low, five to ten percent. Low phone usage is not unexpected, taking into account the global situation of BU students.

Testing deeper, email usage is actually higher from instructor to student. Within the Cyberactice® environment is a & quot; Communication. & Quot; Within this link, you can send email to all users or users. Each add-on has confirmed that this option is the choice to send messages to individuals, groups, or an entire class. When they tried, the instructors agreed to use this email regularly. After another query regarding the percentage of email communication with the Cyberactive® email option, the trainers replied that email communication was up to 50 percent. It is important to clarify that instructors did not directly associate emails with Cyberactive® environments with other email engines.

Interviewees expressed a wide range of concerns and were of a technical nature, ranging from technical assistance to less technical support. This question needed further clarification. Respondents confirmed the meaning of technical assistance as in the electronic classroom. Although every online instructor has to complete an online tutor course, out of the five out of five, they noticed that their attention was not the best. They questioned why the four participants did not participate in the mediation course better, acknowledged that they would fill a square & # 148; to teach online. Everyone replied that from time to time Cyberactive® Help Desk is being called or emailed.

Another reason for unanimous concern is how well-trained students can enter an electronic classroom. Each respondent followed at least one story about a student who refused to learn online. The instructor gets the profile of each student in the class, so the student age tracking question was less of a concern than the students; computer careers and systematic use of e-mail, subject research, and online understanding.

Feeling part of the team

Auxiliaries all feel part of a workgroup. In particular, they felt that the Cyberactive® classroom group was part of the working group, but was not closely connected to the university. The reason given is the distance from the physical location & # 150; Bellevue, Nebraska. The steps taken by the College of Professional Studies have been reported to help them stay in touch. One example is the weekly e-mail of the university announcement and the other is the periodic e-mail of the development seminars. The development of the development workshops can now be converted into video, digital media and available in streaming video online or in DVD mail. at college, meet program directors, deans and faculty members. Clarifying this point did not feel under surveillance, rather than feeling personal (personally) connected. It was expecting those who were now students of Bellevue University to be better connected. While former students felt more in touch, they did not feel attached to them.

The debate has moved to management issues. In particular, they asked how well they know the university leadership team. They all knew the names and positions of the president, the provost, the deans and the program leaders. They did not know which name was associated with the position of senior administrators and older people outside the college. They were asked if they knew the names of the members of the board of directors, they both knew Senator Chuck Hagel was a board member. Others knew that the names of the charities were members of the board

By summing up the interviews, the debate focused on the specifics of communication. The focus at this stage was the level of classroom communication compared to classroom communication. Interviewees said classroom communication was good. Adjuncts knew by email and / or telephone communication that the program's director, some or the department's department. We've all reported that there is no knowledge outside their program area. The complement of health administration is unlikely to communicate with management or management faculty. A business administration instructor will not know anyone who deals with human resources or security management. The distant adjuvants of the distance education secondary school are separated from the faculty members of other colleges. In general, members of one of the college faculties do not teach other colleges.

Interviewees made recommendations to improve communication, from multiple email communications to university travel to meet the staff. Trips to remote locations seemed cost-effective as such a trip would not be a university cost. They asked how to improve electronic communications. As an example of a missed occasion, they were told that the university would create a teacher list and place it on the server & # 147; on a shared drive. However, remote locations do not have access to the internal system.

Personal Experience

In the early stages of this article, I contribute online, but I live in the community where the university calls home. This gives me a different perspective, because I can personally work with teachers from different colleges and programs. Five years later, as a graduate enrollment consultant, I developed personal networks with a number of senior program leaders and deans. I was an assistant professor at almost the same time, first at the College of Arts and Sciences, and now at CPS. I taught organizational communication face-to-face in the classroom and on the Internet by leaders

Validating Interviewees & # 146; comments, communication with the tools was limited. One of the limiting factors was the support of hundreds of email addresses on the university email server. This problem is solved by installing a new larger e-mail server. Another limiting factor was not all adjuncture with a & # 147; (name) @ & # 148; university email address. The Quality Council had the initiative to have every accessory's internal email address and remote access to the email server. This initiative is now fully distributed to all campuses, & # 148; & # 147; all adjunct, & # 148; and all (college) adjunctions.

The advantage is that the university is in the same community as the university. He is in close proximity to many leadership positions and interactions. Closer contact with the arms allows the support system to face-to-face so that the remote accessory can not develop so easily. Proximity enables faster communication and communication. Proximity makes it possible to participate in the arm rather than streaming video or DVD

Although the benefits of proximity seem to be favorable, there are some drawbacks. There are more expectations that local additives spend time at the university when the primary workplace allows. The faculty resource center provides an office environment where office time is expected. The participation of the College in local meetings is optional; however, participation is more favorable. Those who want to attend the meetings remotely and don't know.

Conclusion

The interview is provided with supporting data for distance learning instructors to the statistics previously published in this article. Assistants interviewed are part-time virtual employees who feel less comfortable with a university team than a local person. Many key management communications and knowledge have been reported

. The Academic Quality Development Process also recognized this problem and made institutional changes to link all members to university life. While more and more efforts are being made to provide broader communication, remote employees do not have access to local systems with remote tools

Online education is likely to flourish, taking into account the U.S. Department of Education statistics. The Bellevue University attracts students from all over the world who are looking for more from their home

Despite the disadvantages, virtual professors as members of a virtual team at the Bellevue University have a strong desire to teach and monitor their students. and learn. Professional expertise and expertise in the online community of students exhibits industry leaders' data, indicating improved productivity and cost savings.

Pfeffer (1998) identifies the use of subcontractors in the workforce. Supplements are subcontractors. The auxiliary materials do not serve in a traditional way, as opposed to the way the teachers previously served. Obviously, education is no different from other industries that use virtual workers. Virtual workers, such as temporary workers, feel less in touch.

Creating trust in the interview was critical for the two adjuncts. Personal trust can be improved much more easily than in virtual relationships. According to Bell (2002), trust is the leap of faith and puts trust under the truth, & # 147; & # 133; carefully sincere and compassionately simple & # 133; for clean communication & # 148; (P. 9)

The indirect conclusion of the interviews shows that mentoring a virtual add-on can help understand the team's participation by better understanding and understanding the institutions' vision and values. By creating greater emersion to the vision and values ​​of the system, supplements can be more aware of people who fulfill leadership roles. Successful virtual workers need the same help and opportunity as a brick and mortar worker

References

Bell, C.R. (2002). Managers as Mentors: Partnership for Learning (2nd Edition). San Francisco, CA: Berrett-Koehler Publishers, Inc.

Carpenter, J. L. (Autumn 1998). Building a community at the virtual workplace. http://cyber.law.harvard.edu/fallsem98/final_papers/Carpenter.html

David Kohrell (September 18, 2005) on Virtual Team Performance

Jones SG ( 1998). Cybersociety 2.0: Computer-aided communication and community review. Thousand Oaks, CA: Sage Publishers

Kohrell, D. (2005). Effective virtual teams [PowerPoint presentation]. PMI North Carolina: Promising Technology

Marilyn Urquhart (Personal Communication, October 3, 2005), which shows the number of online adjuvants and the number of excipients from distributed sites

Pfeffer, J. (1998). The Human Equation: Creating Profits for People First. Boston, MA: Harvard Business School Press.

Tuker, E., Kao, T. and Verma, N. (2005). The next generation of talent management: insight into changing labor trends in the face of talent management. Business Loans 107, 7. 20-27.

U. Ministry of Education (2001). Washington DC. Online [http://www.usdoe.gov]

Verma, N. (2005). Exploiting virtual work. WorldatWork Journal, 14, 2. 15-23.

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