{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,18]],"date-time":"2026-03-18T17:04:05Z","timestamp":1773853445969,"version":"3.50.1"},"reference-count":48,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2024,8,26]],"date-time":"2024-08-26T00:00:00Z","timestamp":1724630400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/linproxy.fan.workers.dev:443\/http\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2024,8,26]],"date-time":"2024-08-26T00:00:00Z","timestamp":1724630400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/linproxy.fan.workers.dev:443\/http\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/100020595","name":"National Science and Technology Council","doi-asserted-by":"publisher","award":["MOST 110\u20102511\u2010H\u2010158\u2010002"],"award-info":[{"award-number":["MOST 110\u20102511\u2010H\u2010158\u2010002"]}],"id":[{"id":"10.13039\/100020595","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2024,12]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Team\u2010based learning (TBL) is a widely recognised pedagogical strategy used in diverse fields and courses. Despite the success of TBL, certain concerns have arisen regarding social loafing within group collaboration contexts; this loafing can reduce the overall effectiveness of learning.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study addressed the aforementioned concerns by integrating group awareness (GA) information into each stage of TBL, resulting in a TBL\u2009+\u2009GA system designed to enhance TBL instruction. During online collaborative learning, GA information provides insights into the activities completed by peers and thus the peers' preparedness and achievement; this knowledge fosters motivation, participation, and reflection.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A quasiexperiment was performed with students from two freshman classes (40 and 41 students, respectively) in a Taiwanese university; the control and experimental classes used the TBL only and TBL\u2009+\u2009GA systems, respectively. Student learning effort was evaluated in terms of preclass preparation, including the use of learning materials and online test scores. Learning achievement was evaluated by assessing the quality of students' assignments. Student feedback, including peer evaluations and students' perceptions of their TBL experience, was collected and compared for the two classes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>The TBL\u2009+\u2009GA system significantly enhanced the preclass preparation efforts of the participants, mitigating social loafing. This improvement manifested as higher practice engagement and better online assessment scores. The TBL\u2009+\u2009GA system also improved assignment quality and elicited more constructive and positive peer feedback.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications<\/jats:title>\n                    <jats:p>Integrating GA information into each stage of TBL may positively affect the effectiveness of instruction. The proposed TBL\u2009+\u2009GA system can serve as a practical model for instructors seeking to enhance TBL implementation and foster a more engaging and constructive learning environment.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcal.13058","type":"journal-article","created":{"date-parts":[[2024,8,26]],"date-time":"2024-08-26T03:05:30Z","timestamp":1724641530000},"page":"3111-3124","update-policy":"https:\/\/linproxy.fan.workers.dev:443\/https\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Integrating group awareness into team\u2010based learning"],"prefix":"10.1111","volume":"40","author":[{"ORCID":"https:\/\/linproxy.fan.workers.dev:443\/https\/orcid.org\/0000-0002-2842-1427","authenticated-orcid":false,"given":"Jian\u2010Wei","family":"Lin","sequence":"first","affiliation":[{"name":"Department of Information technology and management Shih Chien University  Taipei Taiwan"}]},{"given":"Hong\u2010Ren","family":"Chen","sequence":"additional","affiliation":[{"name":"Department of Digital Content and Technology National Taichung University of Education  Taipei Taiwan"}]}],"member":"311","published-online":{"date-parts":[[2024,8,26]]},"reference":[{"issue":"1","key":"e_1_2_9_2_1","first-page":"192","article-title":"Turkish and English language teacher candidates' perceived computer self\u2010efficacy and attitudes toward computer","volume":"11","author":"Adalier A.","year":"2012","journal-title":"Turkish Online Journal of Educational Technology\u2010TOJET"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/0273475308322283"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1108\/ET-07-2014-0088"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1177\/0887302X13490829"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.5688\/aj7306100"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2010.07.014"},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2009.11.009"},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nedt.2013.03.013"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.3109\/01421590802590553"},{"key":"e_1_2_9_11_1","doi-asserted-by":"publisher","DOI":"10.3928\/01484834-20080301-02"},{"key":"e_1_2_9_12_1","doi-asserted-by":"publisher","DOI":"10.1097\/NNE.0b013e3182a0e416"},{"key":"e_1_2_9_13_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.iheduc.2011.06.002"},{"key":"e_1_2_9_14_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2010.05.018"},{"key":"e_1_2_9_15_1","doi-asserted-by":"publisher","DOI":"10.1080\/07370020701307781"},{"issue":"4","key":"e_1_2_9_16_1","first-page":"27","article-title":"Social knowledge awareness map for computer supported ubiquitous learning environment","volume":"13","author":"El\u2010Bishouty M. 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