Social Factors that Facilitate the Online Collaborative Activities of Global Distributed Teams


With the ever-growing presence of online collaborative learning spaces, research on how to develop international global environments to facilitate learning has become increasingly important. Unfortunately, quantitative research is somewhat limited in exploring which specific factors contribute to student satisfaction with international collaboration online learning activities (ICOLAs). The issues of this gap in the literature are a lack of clarity on how students engage with ICOLAs and which specific factors predict student satisfaction outcomes. This study explores the relationships between common constructs identified from prior research and satisfaction with ICOLAs. Trust, cohesion, commitment, and social presence measures were completed by 35 students in separate educational technology courses facilitated by two separate universities located in different countries—collection occurred over the span of three semesters. Results of a Bayesian multiple regression analysis revealed that about 66% of the student variability in satisfaction with online learning environments is accounted for by the trust, cohesion, commitment, and social presence variables along with age and gender. Cohesion and commitment both increased satisfaction with ICOLAs with a posterior probability greater than 97.5%. These findings illuminate the importance of building trust between interaction partners in ICOLAs, which suggests that international program partnerships should focus on creating friendships, increasing immediacy in online interactions, and building social presence.

Author Information
Ahmed Alsayer, Taibah University, Saudi Arabia

Paper Information
Conference: ECE2023
Stream: Design

This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Alsayer A. (2023) Social Factors that Facilitate the Online Collaborative Activities of Global Distributed Teams ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings
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Posted by James Alexander Gordon