A social interaction approach to managing the “invisibles” of virtual teams

2004 ◽  
Vol 104 (8) ◽  
pp. 650-657 ◽  
Author(s):  
Liz Lee‐Kelley ◽  
Alf Crossman ◽  
Anne Cannings
Keyword(s):  
Social Interaction ◽  
Virtual Teams ◽  
Interaction Approach

Computer Mediated Technology as Tools for Social Interaction and Educational Processes

2008 ◽  
pp. 719-732
Author(s):  
Karen Rohrbauck Stout
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Virtual Teams ◽  
Cognitive Skills ◽  
Interaction Space ◽  
Social World ◽  
Educational Processes ◽  
Computer Mediated ◽  
The Social ◽  
Enhance Student Learning

Computer mediated technologies (or CMTs) enhance educational processes and are tools that have particular implications for learning and interacting in virtual teams. To better understand how educational tools may be implemented to enhance student learning in virtual teams, the author addresses Wartofsky’s (1979) explication of tools as cultural artifacts. Distinctions about primary, secondary, and tertiary tools provide a framework to analyze implementations of educational CMT research. Implications of these tools on virtual team’s cognitive skills and collaborative learning are explored. Tertiary tools are explored in particular, as they may provide virtual teams with shared interaction space and alternative representations of the social world. The author provides examples of CMT implementation and suggestions for technological and pedagogical advancements.

Computer Mediated Technology as Tools for Social Interaction and Educational Processes

2006 ◽  
pp. 246-267
Author(s):  
Karen R. Stout
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Virtual Teams ◽  
Cognitive Skills ◽  
Interaction Space ◽  
Social World ◽  
Educational Processes ◽  
Computer Mediated ◽  
The Social ◽  
Enhance Student Learning

Computer mediated technologies (or CMTs) enhance educational processes and are tools that have particular implications for learning and interacting in virtual teams. To better understand how educational tools may be implemented to enhance student learning in virtual teams, the author addresses Wartofsky’s (1979) explication of tools as cultural artifacts. Distinctions about primary, secondary, and tertiary tools provide a framework to analyze implementations of educational CMT research. Implications of these tools on virtual team’s cognitive skills and collaborative learning are explored. Tertiary tools are explored in particular, as they may provide virtual teams with shared interaction space and alternative representations of the social world. The author provides examples of CMT implementation and suggestions for technological and pedagogical advancements.

From WebQuests to Virtual Learning

2006 ◽  
pp. 53-82
Author(s):  
Robert Zheng
Keyword(s):  
Social Interaction ◽  
Problem Solving ◽  
Virtual Teams ◽  
Virtual Learning ◽  
Virtual Team ◽  
Instructional Model ◽  
Design And Development ◽  
Team Design

WebQuest as an Internet-based instructional model has recently been widely adopted in K-16 education. However, its underlying principles and functionality are not well understood, which has resulted in an inconsistency in practice. This chapter investigates the factors that are critical to the design and development of WebQuests from the perspective of students. The four constructs of constructivist problem-solving, social interaction, motivation, and scaffolding were identified as factors critical to WebQuest learning. The identified factors were further studied in a larger context with a focus on virtual teams and virtual learning. Suggestions were made on how to improve the existing practice in virtual team design in light of the factors identified in WebQuest learning.

scholarly journals Political Support and Civil Disobedience: A Social Interaction Approach

2016 ◽  
Vol 16 (2) ◽  
Author(s):  
Vilen Lipatov
Keyword(s):  
Social Interaction ◽  
Civil Disobedience ◽  
Tax Compliance ◽  
Interaction Process ◽  
Political Support ◽  
Government Support ◽  
Government Policies ◽  
Stable Steady State ◽  
Social Spending ◽  
Interaction Approach

AbstractPeople may express their opposition to government policies by adopting different measures of civil disobedience. Tax compliance is an example of an economic decision that may be affected by anti-government sentiment. Embedding the interdependence between social policies, political opposition and tax compliance in a dynamic social interaction process, we characterize a unique stable steady state of such a process. We find that social interaction may be a very important factor shaping government policies, at times reverting conventional relations between social spending and government support.

scholarly journals Racial Segregation in Metropolitan Regions: What can be Learned from a Social Interaction Approach?

2018 ◽  
Author(s):  
Steven Farber ◽  
Nate Wessel ◽  
Jielan Xu
Keyword(s):  
Social Interaction ◽  
Spatial Structure ◽  
Temporal Dynamics ◽  
Racial Segregation ◽  
The United States ◽  
Metropolitan Regions ◽  
Explanatory Factors ◽  
Zonal Segregation ◽  
Commuting Distances ◽  
Interaction Approach

Racial segregation is a pervasive social feature of American cities responsible for social, economic and health disparities. Conventional measures of segregation have been criticised for ignoring the spatial and temporal dynamics of everyday life, which are theorized to influence the ease of interaction between people. In this paper we explore a Social Interaction Potential based measure of racial segregation (SIP-Seg). SIP-Seg attempts to quantify the time-geographic constraints on between-group and within-group interaction opportunities based on the spatial distributions of residences, workplaces, and the daily commute. We compute SIP-Seg for all Metropolitan Statistical Areas (MSAs) in the United States, and regress them against conventional measures of segregation as well as a host of factors capturing the spatial structure of regions. Our results indicate that the relationship between zonal segregation and SIP-Seg is strong, but the strongest explanatory factors are race-disaggregated commuting distances, which explain far more of the variance than non-racial spatial structure factors. The research suggests that SIP-Seg captures a spatiotemporal dimension of segregation that is ignored by conventional measures.

scholarly journals Social interaction as a method to solve non-performing loan in bank X of Medan Area, Indonesia

2019 ◽  
Vol 8 (6) ◽  
pp. 287-291
Author(s):  
Eben Ezer Pasaribu ◽  
Zulkili Lubis ◽  
Zulkifli Zulkifli ◽  
Rizabuana Ismail ◽  
Henry Sitorus
Keyword(s):  
Social Interaction ◽  
Qualitative Method ◽  
Cultural Character ◽  
Interaction Approach

Clients’ non-performing loan is one of the problems faced by a Bank. The differences in character, culture, and people’s socio-economy influence a Bank, through its collectors, to solve the problem of this non-performing loan. The objective of this research was to find out social interaction done by Bank X in solving the non-performing loans of non-performing clients. The research used a qualitative method. The data were gathered by conducting interviews with nine informants – five clients, one collector, and three managers of Bank X in the area of Medan. The result of the research showed that in solving non-performing loan, Bank X did social interaction approach by conducting cooperation in achieving Agreement between collectors and clients, accommodation by understanding clients’ socio-cultural character in order to adjust to clients and to decrease the tension, and contravention by disgracing clients in front of their neighbors.      

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