Orchestrating Learning Together and Development of Team-Trust in Neurologically Typical and Neurologically Atypical Students: A Multicase Study

Abstract

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This multicase study compares computer orchestrated learning together (COLT) and student orchestrated learning together (SOLT) in cooperatively preparing first year university students for collaborative activities. COLT using computer orchestrated group learning environment (COGLE) was perceived efficient, effective, and inclusive for team effectiveness as it helps build domain knowledge and trust between neurologically typical (NT) and/or neurologically atypical (NAT) teammates. This study confirms existing and identifies two new antecedents for trust, namely, resolving cognitive conflicts and real-time updates to domain knowledge. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> Industrial and organizational psychology literature links effective teamworking with domain knowledge and trust. Building team trust within a short period can be challenging, in particular in mixed teams of NT and NAT students. Facilitating teamwork can be resource hungry. Educational studies on trust and teamwork are therefore rare. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Questions:</i> This study investigates how orchestration affects teamwork by asking: 1) how does computer and student orchestration affect domain knowledge acquisition in NT and NAT students? and 2) how does computer and student orchestration affect the development of trust between NT and/or NAT students? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> Both qualitative and quantitative data were captured at multiple points within multiple (literal and theoretical replication) cases. Case summaries and a cross-case analysis provided further data and the methodological triangulation needed for analytical generalization. Findings: COGLE’s scaffolding and nonsocial prompts for cooperation, shared goal orientation, shared monitoring, and shared working not only helped NT and NAT students learn together but also helped develop team-trust quickly. Delayed interactions, low team-trust, and clique formation were seen in SOLT teams.