CONFERENCEPROCEEDINGSCONFERENCEPROCEEDINGS
BARCELONA (SPAIN)4TH - 6TH OF JULY, 2016
BARCELONA (SPAIN)4TH - 6TH OF JULY, 2016
8TH INTERNATIONAL CONFERENCEON EDUCATION AND NEW LEARNINGTECHNOLOGIES
8TH INTERNATIONAL CONFERENCEON EDUCATION AND NEW LEARNINGTECHNOLOGIES
CONFERENCEPROCEEDINGSCONFERENCEPROCEEDINGS
BARCELONA (SPAIN)4TH - 6TH OF JULY, 2016
8TH INTERNATIONAL CONFERENCEON EDUCATION AND NEW LEARNINGTECHNOLOGIES
Published by IATED Academy iated.org EDULEARN16 Proceedings 8th International Conference on Education and New Learning Technologies July 4th-6th, 2016 — Barcelona, Spain Edited by L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy ISBN: 978-84-608-8860-4 ISSN: 2340-1117 Depósito Legal: V-1421-2016 Book cover designed by J.L. Bernat All rights reserved. Copyright © 2016, IATED
The papers published in these proceedings reflect the views only of the authors. The publisher cannot be held responsible for the validity or use of the information therein contained.
EDULEARN16 8th International Conference on Education and New Learning Technologies
EDULEARN16 COMMITTEE AND ADVISORY BOARD
Aaron Doering UNITED STATES Hanna Kinnari-Korpela FINLAND Maria Porcel SPAIN
Agustín López SPAIN Helena Duch UNITED STATES Mario De Tullio ITALY
Aharon Yadin ISRAEL Hilda Colón Plumey PUERTO RICO Mark Wilkinson SINGAPORE
Aline Grunewald Nichele BRAZIL Ignacio Ballester SPAIN Martin Maltais CANADA
Amparo Girós SPAIN Ignacio Candel SPAIN Michael Miles CANADA
Ana Paula Lopes PORTUGAL ilknur Celik CYPRUS Michela Baraldi UNITED STATES
Ana Tomás SPAIN Iván Martínez SPAIN Mónica Fernández SPAIN
Anders Nordby NORWAY Ivana Ogrizek Biskupic CROATIA Naoshi Kanazawa JAPAN
Ann Conway IRELAND Janet Herrelko UNITED STATES Nicole Jamison CANADA
Anne-Maria Korhonen FINLAND Janine Delahunty AUSTRALIA Nikolaos Avouris GREECE
Antonio García SPAIN Jannie Roed UNITED KINGDOM Norbert Englisch GERMANY
Astrid Myklebust NORWAY Jasmin Decker GERMANY Norma Barrachina SPAIN
Berhannudin Mohd Salleh MALAYSIA Javier Domenech SPAIN Olga Teruel SPAIN
Chelo González SPAIN Javier Martí SPAIN Panagiotis Fotaris UNITED KINGDOM
Christian Weber HUNGARY Joanna Lees FRANCE Patsy Robles-Goodwin UNITED STATES
Christina Biron UNITED STATES Joanna Loveday UNITED KINGDOM Peter Gorder UNITED STATES
Christine McGunnigle AUSTRALIA Jolanta Navickaite LITHUANIA Peter Haber AUSTRIA
Clelia Cascella ITALY José Bidarra PORTUGAL Piedade Vaz-Rebelo PORTUGAL
Cole Webber CANADA Jose F. Cabeza SPAIN Priit Reiska ESTONIA
Constanza Herrera-Seda CHILE Jose Luis Bernat SPAIN Priscilla Shak MALAYSIA
Cristina Lozano SPAIN Josephine Munthali UNITED KINGDOM Regiane Yamaguchi BRAZIL
Davi De Conti BRAZIL Judith Szerdahelyi UNITED STATES Roma Kriaučiūnienė LITHUANIA
David Cline UNITED STATES Kalaimagal Ramakrishnan MALAYSIA Sergio Pérez SPAIN
David Dalton UNITED ARAB EMIRATES Kanokorn Photinon SINGAPORE Susan Mulroney UNITED STATES
David Martí SPAIN Karen Henderson UNITED KINGDOM Svein Thore Hagen NORWAY
Despina Varnava Marouchou CYPRUS Karin Lewis UNITED STATES Tetyana Antimirova CANADA
Dimitrios Kotsifakos GREECE Kateřina Vitásková CZECH REPUBLIC Tolga Akbulut TURKEY
Drewe Phillips UNITED KINGDOM Kayoko Fukuchi JAPAN Tomas Kala CZECH REPUBLIC
Eladio Duque SPAIN Koos van der Kolk NETHERLANDS Tracey Speake UNITED KINGDOM
Eline Leen-Thomele GERMANY Kristin Brogan IRELAND Tuija Eloranta FINLAND
Filip Devos BELGIUM Lia R. Oliveira PORTUGAL Ulla Kotonen FINLAND
Franck Luthon FRANCE Lorena López SPAIN Victor Fester NEW ZEALAND
Fritz Vandover UNITED STATES Luís Descalço PORTUGAL Virginie Leclercq FRANCE
Gemma van Vuuren Cassar UNITED KINGDOM Luis Gómez Chova SPAIN Wendy Abigail AUSTRALIA
Götz Winterfeldt GERMANY Mª Jesús Suesta SPAIN Xavier Lefranc FRANCE
EDULEARN16 8th International Conference on Education and New Learning Technologies
CONFERENCE SESSIONS
ORAL SESSIONS, 4th July 2016
Open Educational Resources (OERs) Flipped Learning (1) Blended Learning (1) Meet the Keynote Language Learning Assessment Emerging Technologies in Mathematics Special Education Flipped and Blended Learning in Business Education Professional Development of Educational Staff Massive Open Online Courses (MOOCs) Flipped Learning (2) Blended Learning (2) Mentoring and Coaching English for Special Purposes Emerging Technologies in STEM Inclusive Education Gamification in Business Learning New approaches in Teacher Education Cultural Diversity and Multilingualism in MOOCs Learning and Teaching Methodologies Mobile Learning e-Assessment Language Learning Innovations New Experiences in STEM Education (1) Adult and Vocational Education Experiences and Innovations in Engineering Education (1) Training Educational Staff Advanced Classroom Technology Links between Education and Research LMS & VLE Evaluation and Assessment of Student Learning New Technologies in Language Learning New Experiences in STEM Education (2) University-Industry Cooperation Experiences and Innovations in Engineering Education (2) ICT skills for Educational Staff
POSTER SESSIONS, 4th July 2016 New Trends and Experiences in Education e-Learning and Educational Software
EDULEARN16 8th International Conference on Education and New Learning Technologies
ORAL SESSIONS, 5th July 2016 Videos for Learning Virtual, Collaborative and Personalized Learning Environments e-Learning Serious and Educational Games Experiences in Health Sciences Education Game Based Learning in Primary & Secondary Education Experiences in Architecture & Design ICT for Development In-service Teachers Experiences (1) Immersive Virtual Reality Collaborative Virtual Learning Environments e-Learning Experiences (1) Game Based Learning in Higher Education Technology in Health Sciences Education (1) Technology in Schools Career Development and Training Education and Globalization Pre-service Teachers Experiences (1) Virtual Reality and Augmented Learning Project and Problem Based Learning e-Learning Experiences (2) New Learning Technologies and Gamification Technology in Health Sciences Education (2) Experiences in Primary Education Curriculum Design and Development New Experiences in Multicultural Learning Pre-service Teachers Experiences (2) Experiences in Computer Science Education Computer Supported Collaborative Learning Emerging Technologies in Education (1) Learning Analytics New platforms to Teach Coding Skills (1) Experiences in Primary & Secondary Education Pedagogical Innovations in Education Barriers to Learning In-service Teachers Experiences (2) e-Learning Projects and Experiences Entrepreneurship Education Emerging Technologies in Education (2) Assessment and e-Assessment New platforms to Teach Coding Skills (2) Learning Experiences in Preschool Education Quality Assurance and Accreditation Student Support in Primary & Secondary Education Educational Management
POSTER SESSIONS, 5th July 2016 Technology, Research and Training in Education Pedagogical Innovations and International Projects
EDULEARN16 8th International Conference on Education and New Learning Technologies
VIRTUAL SESSIONS Academic Research Projects Barriers to Learning Blended Learning Computer Supported Collaborative Work Curriculum Design and Development Distance Learning Diversity Issues, Women and Minorities E-content Management and Development e-Learning Projects and Experiences Education and Globalization Educational Management Educational Software & Serious Games Educational Trends and Best Practice Contributions Emerging Technologies in Education Enhancing Learning and the Undergraduate Experience Evaluation and Assessment of Student Learning Flipped Learning Impact of Education on Development International Projects Language Learning Innovations Learning and Teaching Methodologies Learning Experiences in Higher and Further Education Learning Experiences in Primary and Secondary Education Lifelong Learning Links between Education and Research Massive Open Online Courses (MOOCs) Mobile Learning and Tablet Technologies New Learning/Teaching Models Organizational, Legal, Policy and Financial Issues Pedagogical Innovations in Education Pre-service and In-service Teacher Experiences Quality Assurance/Standards and Accreditation Special Education STEM in Education Student Support in Education Technology-Enhanced Learning The Bologna Declaration and ECTS Experiences Training educational staff Transferring Skills and Disciplines Tutoring and Coaching University-Industry Cooperation Virtual Learning Environments (VLEs) Workplace Training and Employability Issues
EDULEARN16 8th International Conference on Education and New Learning Technologies
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TEAMWORK COHESION AND FINAL PERFORMANCE IN EDUCATIONAL CONTEXTS
C. De Pablos-Heredero1, J.L Montes-Botella1, A. García-Martínez2 1 Universidad Rey Juan Carlos (SPAIN)
2 Universidad de Córdoba (SPAIN)
Abstract Teamwork cohesion at the teaching learning contexts offers higher levels of quality in final outcomes. The quality of the final outcome has much to do with the way the different agents implied in the process interact.
Studying teamwork in relation to the implementation of organizational routines to improve results in teaching learning contexts is important because many practices for improving these systems cannot be used without a collaborative teamwork. In this paper, teamwork organizational frameworks are applied to a representative sample of lecturers that teach University degrees in Latin America by making use of a questionnaire inspired in previous literature review and the results are presented.
The model was estimated by using Structural Equation Analysis, SEM analysis, by means of the partial least squares (PLS) algorithm. The decision to estimate the model using PLS was made according to several commonly admitted criteria: the analysis is exploratory and its modelling is in a developing stage. Given the importance of interactions of quality among educational professionals, the results can help Universities to improve the organizational routines oriented to enrich teamwork.
Keywords: teamwork, effectiveness, cohesion, organizational routines, quality of Education.
1 INTRODUCTION Work processes that involve interdependent activities require joint problem solving for the problems occurred [1]. Problem solving requires the members to interact positively for achieving quality teamwork through problem solving communication. Problem solving communication can be considered as an important indicator of teamwork quality because it avoids the negative cycle of blaming and information hiding, keeping the focus instead on continuous improvement and learning [2]. Non blaming culture and openness of communication have been considered important components of positive interpersonal relationships and the quality of communication, which are important components of teamwork quality [3]. So, problem solving is an effective interpersonal skill for effective teamwork [4].
Implementation process is composed of a set of generic activities that occur across an entire problem-solving sequence [5]. [6] describe that problem solving in total quality management (TQM)/ continuous quality improvement (CQI) implementation usually consists of teamwork to identify the problem, generate ideas for solutions, evaluate alternatives, and reach consensus decision making (p. 3). Using the same sense for the implementation of organizational routines, these issues need to be communicated among the participants involved in implementation process. [7] describe that developing problem solving competence in professionals is important for the implementation of the evidence based practice model. [8] also suggest that implementation needs frequent problem-solving.
In this paper, teamwork organizational frameworks are applied to a representative sample of lecturers that teach University degrees in Latin America by making use of a questionnaire inspired in previous literature review and the results are presented.
2 THE MODEL The posited model, path values, indicators loadings, and their p-values, are shown in figure 1. The model was estimated by means of the partial least squares (PLS) algorithm [9]. The decision to estimate the model using PLS was made according to several commonly admitted criteria: the phenomenon is new, and its modelling is in a developing stage, minimal recommendations concerning sample size, prediction accuracy, and non-data strict multinormality requirements [10]. For the whole sample, exploratory factor analyses (EFA) were conducted to filter the scales. Items with loadings of
less than 0.50 on the intended factor were deleted unless they were theoretically essential to the construct domain. Overall, the model variables account for a 35.8% (adjusted R2=0.358) of the SATIS variability.
Figure 1. Research model.
3 THE METHOD To test the proposed hypothesis, we assessed both measurement and structural models. Statistical significance was calculated using 500 resampling bootstrapping. Each bootstrap resampling size was fixed, as the literature recommends [11], equal to the sample size (n=3998). Following [12], each construct was assessed for unidimensionality, internal consistency, indicator reliability, and convergent and discriminant validities. Internal consistency was assessed using Cronbach’s alpha coefficient and Composite Reliability. Composite Reliability exceeded the 0.7 threshold (Table 1) and the lowest value for Cronbach’s Alpha was 0.648. Considering constructs reliability, all the loads were significant (p<0.01) and all but one had a loading greater than 0.7 (Figure 1).
4 RESULTS Convergent validity was assessed using average variance extracted (AVE) (Table 1), whose values in most cases were slightly over the 0.5 threshold. As criterion for discriminant validity (Table 3), we considered cross-loadings obtained by correlating the component scores of each latent variable with all other items. For all the variables, the loadings of each indicator were higher for the target construct than for any other construct. Therefore, we inferred that the constructs differed sufficiently. Latent variable correlations had moderate values (Table 2). Inner model collinearity was measured by means of the variance inflation factor (VIF) (Table 1), the values were well below the generally admitted 5 threshold.
Table 1. Some Quality Model Measurements.
AVE Cronbachs Alpha
Composite Reliability
Collinearity (VIF)
ACCU 0,592 0,657 0,812 1,763
FREQ 0,587 0,648 0,808 1,887
RESPEL 0,634 0,808 0,874 2,348
SATIS 0,568 0,846 0,887
SHARGOAL 0,620 0,795 0,867 0,040
SKNOW 0,566 0,745 0,838 0,001
SOLPRO 0,455 0,664 0,782 0,004
Table 2. Latent variable correlations. Discriminant Validity: Fornell-Larcker Criterion.
ACCU FREQ RESPEL SATIS SHARGOAL SKNOW SOLPRO
ACCU 0,769
FREQ 0,631 0,766
RESPEL 0,416 0,466 0,796
SATIS 0,418 0,446 0,490 0,754
SHARGOAL 0,439 0,469 0,711 0,531 0,787
SKNOW 0,407 0,446 0,636 0,443 0,644 0,752
SOLPRO 0,434 0,475 0,566 0,439 0,596 0,660 0,675
Table 3. Latent Variables Cross Loadings. Discriminant Validity.
ACCU FREQ RESPEL SATIS SHARGOAL SKNOW SOLPRO
ACCU1 0,785 0,485 0,335 0,365 0,347 0,355 0,368
ACCU2 0,845 0,522 0,337 0,339 0,365 0,318 0,335
ACCU3 0,668 0,452 0,285 0,243 0,297 0,254 0,293
FREQ1 0,435 0,749 0,347 0,365 0,358 0,388 0,407
FREQ2 0,556 0,860 0,403 0,385 0,397 0,362 0,386
FREQ3 0,460 0,679 0,314 0,258 0,318 0,258 0,285
RESPE1 0,362 0,406 0,769 0,391 0,534 0,442 0,387
RESPE2 0,298 0,335 0,826 0,409 0,594 0,546 0,482
RESPE3 0,328 0,386 0,829 0,423 0,595 0,564 0,498
RESPE4 0,341 0,358 0,759 0,328 0,536 0,467 0,431
SATIS1 0,347 0,375 0,347 0,725 0,379 0,304 0,311
SATIS2 0,251 0,255 0,422 0,657 0,448 0,395 0,375
SATIS3 0,329 0,367 0,389 0,755 0,420 0,348 0,362
SATIS4 0,276 0,299 0,307 0,757 0,333 0,280 0,264
SATIS5 0,344 0,367 0,369 0,823 0,409 0,346 0,345
SATIS6 0,329 0,343 0,366 0,794 0,391 0,312 0,307
SHARGOAL1 0,423 0,439 0,554 0,444 0,798 0,490 0,444
SHARGOAL2 0,318 0,319 0,601 0,434 0,820 0,550 0,496
SHARGOAL3 0,302 0,368 0,564 0,433 0,798 0,534 0,495
SHARGOAL4 0,341 0,349 0,515 0,350 0,729 0,449 0,440
SKNOW1 0,323 0,356 0,420 0,313 0,429 0,717 0,406
SKNOW2 0,303 0,312 0,539 0,374 0,549 0,815 0,552
SKNOW3 0,305 0,364 0,513 0,382 0,524 0,808 0,554
SKNOW4 0,309 0,322 0,435 0,236 0,423 0,659 0,466
SOLPRO1 0,152 0,125 0,085 0,025 0,082 0,053 0,114
SOLPRO2 0,356 0,386 0,409 0,329 0,431 0,472 0,757
SOLPRO3 0,286 0,278 0,439 0,318 0,456 0,492 0,740
SOLPRO4 0,355 0,423 0,446 0,391 0,478 0,546 0,794
SOLPRO5 0,294 0,322 0,408 0,264 0,424 0,473 0,717
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as a mediator and input uncertainty as a moderator of performance effects. Management Sci. 48 1408–1426.
[2] Gittell, J.H., Weinberg, D., Pfefferle, S., Bishop, C. (2008). “Impact of relational coordination on job satisfaction and quality of care: A study of nursing homes,” Human Resource Management Journal, 18(2): 154-170.
[3] Hoegl, M., Gemuenden, H.G., (2001). Teamwork quality and the success of innovative projects: a theoretical concept and empirical evidence. Organization Science 12 (4), 435–449.
[4] Jackson, S.E., Chuang, C.H., Harden, E.E. and Jiang, Y. (2006). Toward developing Human Resource Management systems for knowledge-intensive teamwork, Personnel and Human Resources Management, Vol.15, 17-70.
[5] Bryson, John M. and Philip Bromiley (1993). Critical Factors Affecting the Planning and Implementation of Major Projects, Strategic Management Journal, 14(5), 319-337.
[6] Huq, Z. and Martin, T.N. (2000). Workforce Cultural Factors in TQM/CQI Implementation in Hospitals, Health Care Management Review, 25(3), 80-93.
[7] Sanares D., Heliker D (2002). Implementation of an evidence-based nursing practice model: disciplined clinical inquiry, Journal of Nursing Staff Development 18, 233–238.
[8] Metz, A.J.R., Blasé, K., & Bowie, L. (2007b). Implementing evidence-based practices: Six “drivers” of success, Research-to-Results brief. Washington, DC: Child Trends.
[9] Ringle, C. M., Wende, S., and Becker, J.-M. (2015). "SmartPLS 3."
[10] Henseler, J., Ringle, C.M., and R.R. Sinkovics. (2009). “The use of partial least squares path modelling in international marketing”, Advances in International Marketing, Vol. 20, pp. 277-320.
[11] Efron, B., & Tibshirani, R. (1993). An Introduction to the Bootstrap. CRC Press.
[12] Gerbing, D.W. and Anderson, J.C. (1988). An updated paradigm for scale development incorporating unidimensionality and its assessment, Journal of MarketingResearch (JMR), Vol. 25 No.2, pp. 186-192.