Closing the Evaluation Gap: Developing a Behavior-Oriented Framework for Assessing Virtual Teamwork Competency
Fuente:
arXiv
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| Auteurs principaux: | , |
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| Format: | Preprint |
| Publié: |
2025
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| _version_ | 1866908328483880960 |
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| author | Hu, Wenjie Chan, Cecilia Ka Yuk |
| author_facet | Hu, Wenjie Chan, Cecilia Ka Yuk |
| contents | The growing reliance on remote work and digital collaboration has made virtual teamwork competencies essential for professional and academic success. However, the evaluation of such competencies remains a significant challenge. Existing assessment methods, predominantly based on self-reports and peer evaluations, often focus on short-term results or subjective perceptions rather than systematically examining observable teamwork behaviors. These limitations hinder the identification of specific areas for improvement and fail to support meaningful progress in skill development. Informed by group dynamic theory, this study developed a behavior-oriented framework for assessing virtual teamwork competencies among engineering students. Using focus group interviews combined with the Critical Incident Technique, the study identified three key dimensions - Group Task Dimension, Individual Task Dimension and Social Dimension - along with their behavioral indicators and student-perceived relationships between these components. The resulting framework provides a foundation for more effective assessment practices and supports the development of virtual teamwork competency essential for success in increasingly digital and globalized professional environments. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2504_14531 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Closing the Evaluation Gap: Developing a Behavior-Oriented Framework for Assessing Virtual Teamwork Competency Hu, Wenjie Chan, Cecilia Ka Yuk Computers and Society The growing reliance on remote work and digital collaboration has made virtual teamwork competencies essential for professional and academic success. However, the evaluation of such competencies remains a significant challenge. Existing assessment methods, predominantly based on self-reports and peer evaluations, often focus on short-term results or subjective perceptions rather than systematically examining observable teamwork behaviors. These limitations hinder the identification of specific areas for improvement and fail to support meaningful progress in skill development. Informed by group dynamic theory, this study developed a behavior-oriented framework for assessing virtual teamwork competencies among engineering students. Using focus group interviews combined with the Critical Incident Technique, the study identified three key dimensions - Group Task Dimension, Individual Task Dimension and Social Dimension - along with their behavioral indicators and student-perceived relationships between these components. The resulting framework provides a foundation for more effective assessment practices and supports the development of virtual teamwork competency essential for success in increasingly digital and globalized professional environments. |
| title | Closing the Evaluation Gap: Developing a Behavior-Oriented Framework for Assessing Virtual Teamwork Competency |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2504.14531 |