Access Type

Open Access Dissertation

Date of Award

January 2017

Degree Type

Dissertation

Degree Name

Ph.D.

Department

Instructional Technology

First Advisor

Monica W. Tracey

Abstract

ABSTRACT

SYNCHRONOUS COMMUNICATION AND ITS EFFECTS ON THE COLLABORATION OF PROFESSIONAL WORKPLACE EMPLOYEES ENGAGED IN A PROBLEM ACTIVITY

by

MICHELE R. ROCHESTER

December 2017

Advisor: Dr. Monica W. Tracey

Major: Learning & Design Technology

Degree: Doctor of Philosophy

Asynchronous communication may have a profound impact on employee collaboration and productivity in the workplace due to the loss of face-to-face interaction and the relationships these opportunities may foster. However, as broadly defined within the literature, synchronous communication is a rich media that supports this type of collaboration and social interaction. Synchronous communication methods that encourage collaboration lead to deeper level learning, critical thinking, shared understanding, and long-term retention of the learned material (Krejins et al., 2003). Schroder et al. (2011) described the benefits of collaboration to professional organizations as they relate to the interprofessional collaborative practice on healthcare. The authors described collaboration as a key factor in better patient and provider outcomes: “This approach to healthcare has been found to reduce errors, improve quality of care and patient outcomes, reduce healthcare workloads and cost, and increase job satisfaction and retention” (Schroder et al., 2011, p. 189).

The research for this study described the importance of collaboration and social interaction and the various benefits they provide, such as deeper-level learning, long-term retention of learned material, positive attitudes, group cohesion, interaction and inclusion, engagement, and learning that is actively created by the learners. In the business world, the need for effective collaboration exists as organizations seek to provide professionals with opportunities to engage in the practice of problem activities in an effort to improve efficiency and productivity in the workplace. This study, supportive of the literature, suggests that collaboration encourages interactions that make overall positive contributions to learning and the learner experience (Curtis and Lawson, 2007; Rovai, 2002; Rovai, 2007; Gunawerdena et al, 1995; Walther, 1996; Dawson, 2006; Krejins, 2002; Krejins, 2003). This literature employed for this study is synthesized into the following themes that describe actions and behaviors supportive of collaboration and social interaction: verbal communication; non-verbal communication; sense of community; contributing; planning; and participant perspective. These literature themes are then measured using a customer observation tool, Rovai’s Classroom Community Scale (2007) as a questionnaire, post-activity participant interviews, and a researcher’s journal.

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