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Zugl.: Witten, Herdecke, Universiẗat, Diss., 2006. / Includes bibliographical references (p. 279-287).

Univ., Diss.--Zürich, 2001.

Thesis (doctoral)-Universität, Zürich, 1999/00. / Includes bibliographical references (p. 106-118).

This paper investigates the roles of disagreement and trust in multicultural teamwork on an English-medium master's programme at an Austrian business university. The teamwork project - assigned by the content teacher - took place mostly outside the classroom and simulated business practice both in terms of the tasks and the multicultural context. Each team comprised two Austrian students and two international students, resulting in an English as a lingua franca (ELF) setting. The teams were observed and audio-/video-recorded, with the analysis focusing on an early stage of the project where they laid the groundwork for the team mental models in terms of establishing the team goals, relationships and communicative practices. Additionally, retrospective interviews were conducted at the end of the project with each of the team members and the lecturer to gain emic insights into the project. The findings suggest a symbiotic relationship between disagreement and trust, in which high levels of trust and the construction of a psychologically safe space allow the team members to disagree with and challenge each other without damaging their relationships, leading to better decisions. In turn, these decisions can contribute to a sense of shared success that strengthens the team's joint identity.

No description available.

Gruppenbildung gilt gemeinhin als soziales Phänomen. Doch mit der Evolution sozialer Software im Internet und dem einhergehenden reziproken Interaktionismus von Individuen in Online-Communities werden Kollaborationsstrukturen und Verhaltensmuster innerhalb virtueller Wissensräume sichtbarer denn je. Wie entsteht nun Kollaboration? Und welche Formen der Kollaboration gibt es? Welche Einflussfaktoren sind im Aufbau und Wachstum digitaler Wissensnetzwerke ausschlaggebend, um erfolgreich Information und Wissen verteilen zu können? Diese Fallstudie zeigt erste Einblicke in die Organisationsstruktur virtueller Wissensgemeinschaften anhand der Untersuchung des Wissen- und Lernportals OPAL. Dabei werden Theorien und Modelle aus den Handlungsfeldern der Kommunikationsund Bildungsforschung zu Grunde gelegt und mit dem soziologischen Paradigma der sozialen Netzwerktheorie verbunden.

Higher education is still mainly based on traditional face-to-face teaching formats such as lectures. Although known for a long time, the demand for alternative lecture designs has only recently grown significantly due to the present pandemic crisis, which requires a physical separation between the students and also the lecturer. This separation results in challenges of its own: While most solutions already allow the lecture to be held via streaming, it is even more challenging to involve students, or to create interactions with them or between them. Some approaches allow to activate students through simple polls, chats, or collaboration in breakout sessions. However, either the functional scope of these activities is severely limited or they are restricted to small scenarios. The contents of this paper have been under investigation for some time, but in lieu of the current CoViD-19 pandemic, the authors have decided to apply their preliminary findings in actual lectures and present the results here. The main goal is to investigate the addition of more advanced activities that can be adapted to the current scenario. Therefore, an approach is presented that enables lecturers to create custom workflows of interactive activities such as several types of polls, question and answer, instant feedback, or group formations with corresponding interactions. The application in real scenarios is currently being investigated.

Gruppenbildung gilt gemeinhin als soziales Phänomen. Doch mit der Evolution sozialer Software im Internet und dem einhergehenden reziproken Interaktionismus von Individuen in Online-Communities werden Kollaborationsstrukturen und Verhaltensmuster innerhalb virtueller Wissensräume sichtbarer denn je. Wie entsteht nun Kollaboration? Und welche Formen der Kollaboration gibt es? Welche Einflussfaktoren sind im Aufbau und Wachstum digitaler Wissensnetzwerke ausschlaggebend, um erfolgreich Information und Wissen verteilen zu können? Diese Fallstudie zeigt erste Einblicke in die Organisationsstruktur virtueller Wissensgemeinschaften anhand der Untersuchung des Wissen- und Lernportals OPAL. Dabei werden Theorien und Modelle aus den Handlungsfeldern der Kommunikationsund Bildungsforschung zu Grunde gelegt und mit dem soziologischen Paradigma der sozialen Netzwerktheorie verbunden.