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CONFERENCEPROCEEDINGSCONFERENCEPROCEEDINGS

BARCELONA (SPAIN)4TH - 6TH OF JULY, 2016


8TH INTERNATIONAL CONFERENCEON EDUCATION AND NEW LEARNINGTECHNOLOGIES


CONFERENCEPROCEEDINGSCONFERENCEPROCEEDINGS



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


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


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


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


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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

REFERENCES [1] Gittell, J. H. (2002). Coordinating mechanisms in care provider groups: Relational coordination

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.

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