ABSTRACT
In the information era, Virtual Teaching Organizations (VTOs) development is an important probe of creative education. This paper explores an investigation on the inter-departmental VTO in a college-wide general elective course Environment and Sustainable Development (VTO-ESD) that involves teachers who come from six majors in four departments in a Chinese university. In order to achieve ground-breaking expectations for the teachers’ teaching and research capacity of working at the virtual community, it is critical to enhance their skills of team collaboration and communication during the development process in practice. The VTO-ESD is an example of a large curriculum teaching organization that may be organically split into divisions based on diverse factors such as environmental education research, textbooks, teaching reform, training in teaching methods, case studies, and so on. Problem-Based Cooperation has been recognized as a good way to improve trust between team members, boost organizational resilience through the synergistic impact, and accomplish sustainable development and collective progress through deliberate and in-depth communication and exchange.
- Notice of the Higher Education Department of the Ministry of Education on the Pilot Construction of Virtual Teaching and Research Offices - Government Portal Website of the Ministry of Education of the People's Republic of China.(in Chinese)Retrieved August 18, 2023, from http://www.moe.gov.cn/s78/A08/tongzhi/202107/t20210720_545684.html?eqid=86a9c4e10002539900000006642c4e27Google Scholar
- Zhan, D., Nie, L., Tang, D., & Zhang, L. (2022) Virtual Teaching and Research Section: A New Form for Collaborative Teaching and Research. (in Chinese). Modern Educational Technology, 32(3), 23-31.Google Scholar
- Larsen, K. R. T., & McInerney, C. R. (2002). Preparing to work in the virtual organization. Information & Management, 39(6), 445–456. https://doi.org/10.1016/S0378-7206(01)00108-2Google ScholarDigital Library
- Sridhar, B., Vijay, M. (2001) The Economic Leverage of the Virtual Community, International Journal of Electronic Commerce, 5:3, 103-138, https://doi.org/10.1080/10864415.2001.11044212Google ScholarCross Ref
- Zhou, Chunfang. (2012). Group Creativity in Learning Context: Understanding in a Social-Cultural Framework and Methodology. Creative Education. 03. 392-399. https://doi.org/10.4236/ce.2012.34062 .Google ScholarCross Ref
- Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The Evolution of Research on Computer-Supported Collaborative Learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technology-Enhanced Learning: Principles and Products (pp. 3–19). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9827-7_1Google ScholarCross Ref
- Sarapak, C., Sukman, S., Kong-In, P., Sonsrin, K., Nakchat, O., Jumpatam, J., & Yoomark, J. (2023). The physics classroom in an online 3D virtual world: A Thai high school teacher needs analysis. International Journal of Information and Education Technology, vol. 13, no. 1, pp. 93-101, 2023. doi: 10.18178/ijiet.2023.13.1.1784Google ScholarCross Ref
- Agustini, K., Putrama, I. M., Wahyuni, D. S., & Mertayasa, I. N. E. (2023). Applying gamification technique and virtual reality for prehistoric learning toward the metaverse. International Journal of Information and Education Technology, 13(2), 247-256. doi: 10.18178/ijiet.2023.13.2.1802Google ScholarCross Ref
- Khoirunnisa, G., Saputro, H., & Tamrin, A. G. (2023). Optimization of Gasification Learning in Vocational High Schools using Virtual Laboratories. International Journal of Information and Education Technology, 13(3). doi: 10.18178/ijiet.2023.13.3.1826Google ScholarCross Ref
- Samonte, M. J., Acuña, G. E. O., Alvarez, L. A. Z., & Miraflores, J. M. (2023). A Personality-Based Virtual Tutor for Adaptive Online Learning System. International Journal of Information and Education Technology, 13(6). doi: 10.18178/ijiet.2023.13.6.1885Google ScholarCross Ref
- Fuad, M., & Suyanto, E. (2022). A Bibliometric Analysis of Technology-Based Foreign Language Learning during the COVID-19 Pandemic: Direction for Indonesia Language Learning. International Journal of Information and Education Technology, 12(10), 983-995. doi: 10.18178/ijiet.2022.12.10.1710Google ScholarCross Ref
- Jain, J., & Kaur, M. (2022). Moving Labs out of Labs: Teachers’ Perceived Effectiveness of Virtual Laboratories during Pandemic School Closures. International Journal of Information and Education Technology, 12(11), 1267-1274. doi: 10.18178/ijiet.2022.12.11.1749Google ScholarCross Ref
- Hadwin, A., & Oshige, M. (2011). Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory. Teachers College Record, 113(2), 240–264. https://doi.org/10.1177/016146811111300204Google ScholarCross Ref
- MacGregor, J. (1990). Collaborative learning: Shared inquiry as a process of reform. New directions for teaching and learning. https://doi.org/10.1002/tl.37219904204Google ScholarCross Ref
- Wang, M., & Wang, Z. Y. (2001). The Responsibility of Universities in Environmental Education in the 21st Century: A Review of the International Academic Symposium on Environmental Education in Universities (in Chinese) Environmental education, 4, 14-15Google Scholar
- Briano, R., Midoro, V., & Trentin, G. (1997). Computer mediated communication and online teacher training in environmental education. Journal of Information technology for teacher education, 6(2), 127-146. https://doi.org/10.1080/14759399700200012Google ScholarCross Ref
- Weidlich, W. (1991). Physics and social science—the approach of synergetics. Physics reports, 204(1), 1-163. https://doi.org/10.1016/0370-1573(91)90024-GGoogle ScholarCross Ref
- Meynhardt, T., Chandler, J. D., & Strathoff, P. (2016). Systemic principles of value co-creation: Synergetics of value and service ecosystems. Journal of Business Research, 69(8), 2981-2989. https://doi.org/10.1016/j.jbusres.2016.02.031Google ScholarCross Ref
- Williams, T. A., Gruber, D. A., Sutcliffe, K. M., Shepherd, D. A., & Zhao, E. Y. (2017). Organizational response to adversity: Fusing crisis management and resilience research streams. Academy of management annals, 11(2), 733-769. https://doi.org/10.5465/annals.2015.0134Google ScholarCross Ref
- Linnenluecke, M. K. (2017). Resilience in business and management research: A review of influential publications and a research agenda. International Journal of Management Reviews, 19(1), 4-30. https://doi.org/10.1111/ijmr.12076Google ScholarCross Ref
- Vogus, T. J., & Sutcliffe, K. M. (2007, October). Organizational resilience: towards a theory and research agenda. In 2007 IEEE international conference on systems, man and cybernetics (pp. 3418-3422). IEEE. https://doi.org/10.1109/ICSMC.2007.4414160Google ScholarCross Ref
- Nielsen, J. A., Mathiassen, L., Benfeldt, O., Madsen, S., Haslam, C., & Penttinen, E. (2023). Organizational resilience and digital resources: Evidence from responding to exogenous shock by going virtual. International Journal of Information Management, 73, 102687. https://doi.org/10.1016/j.ijinfomgt.2023.102687Google ScholarDigital Library
Index Terms
- Collaboration and orchestration in a virtual teaching organization of environmental education
Recommendations
The effects of Web 2.0 supported environmental education on self-efficacy belief regarding environmental education and environmental awareness
AbstractThe aim of this study is to determine the effects of Web 2.0 supported environmental education on self-efficacy belief regarding environmental education and environmental awareness of teacher candidates studying in the primary school teacher ...
Dialectial system approach and education supporting environmental protection
Most of the environmental challenges we face could be resolved if each individual and organization slightly changed their habits and practices. The key to achieving this is education. The global economic system needs to show a more human and environment ...
Comments