The paradox of trust in online collaborative groups Export

@article{citeulike:3833166, abstract = {Open and sustained discussions in heterogeneous collaborative online groups should provide opportunities for adults to reshape their thinking, deeply understand the subject content, and have their voices heard and respected. These opportunities turn on trust. The ability to trust thoughts that are different from their own is influenced by the learners' ability to be open about their beliefs and to develop healthy self-other relationships within their small groups. These issues are examined through a qualitative phenomenographic perspective of the stories of the students enrolled in two online adult learning classes utilizing a problem-based and collaborative pedagogy. The findings indicate that group members import trust issues into the group, which then become issues for the group-as-a-whole. To resolve these issues, the groups engage in several evading behaviors to avoid the types of discussion necessary to fully deal with the difference and resolve the trust issues.}, author = {Smith, Regina O.}, citeulike-article-id = {3833166}, citeulike-linkout-0 = {http://www.informaworld.com/smpp/content~content=a903071561~db=all?alerttype=new_issue_alert,email&jumptype=alert}, journal = {Distance Education}, keywords = {cmc, collaboration, collaborative, groups, online}, number = {3}, pages = {325--340}, posted-at = {2008-12-29 17:23:04}, priority = {2}, title = {The paradox of trust in online collaborative groups}, url = {http://www.informaworld.com/smpp/content~content=a903071561~db=all?alerttype=new_issue_alert,email&jumptype=alert}, volume = {29}, year = {2008} }

TY - JOUR ID - citeulike:3833166 L3 - citeulike-article-id:3833166 N2 - Open and sustained discussions in heterogeneous collaborative online groups should provide opportunities for adults to reshape their thinking, deeply understand the subject content, and have their voices heard and respected. These opportunities turn on trust. The ability to trust thoughts that are different from their own is influenced by the learners' ability to be open about their beliefs and to develop healthy self-other relationships within their small groups. These issues are examined through a qualitative phenomenographic perspective of the stories of the students enrolled in two online adult learning classes utilizing a problem-based and collaborative pedagogy. The findings indicate that group members import trust issues into the group, which then become issues for the group-as-a-whole. To resolve these issues, the groups engage in several evading behaviors to avoid the types of discussion necessary to fully deal with the difference and resolve the trust issues. IS - 3 JF - Distance Education EP - 340 TI - The paradox of trust in online collaborative groups VL - 29 SP - 325 KW - cmc KW - collaboration KW - collaborative KW - groups KW - online AU - Smith, Regina PY - 2008/// UR - http://www.informaworld.com/smpp/content~content=a903071561~db=all?alerttype=new_issue_alert,email&jumptype=alert ER -