Assess The Impact Of Online Collaboration On Effective Collaboration

Effective collaboration implies that people are free from domination and can influence collective decisions and collective action (Hogan, 2017). The increasing use of teams in organisational settings in recent decades has led to enhanced production, management, distribution and general decision making in comparison to the autocratic values held by workplaces in the past. Such business and organisational settings are increasingly influenced by the emergence of a form of ‘radical collaborative democracy’; as plans are implanted to change the sphere of politics through research into technology to support participatory democracy and collaboration (Hogan, 2017). As Halpern at al (2013) indicate, advances in Information and Communication technologies

Particularly in the United States, distance learning through the use of online resources has generated interest in collaborative learning for students. Prince (2004) stated that collaborative learning is an ‘instructional method’ where students work together in small groups to pursue a common goal, with the emphasis placed on interaction between teams rather than private learning. Students are able to engage in their own knowledge construction by integrating new information networks into the online learning community. Such collaboration on problem solving has been shown to improve learner performance; with the accessibility of multi-level interaction and resource sharing leading to an increased competency in real-world situations (Ku, Tseng & Akarasriworn 2013). Online collaboration through distance learning may facilitate a student’s later success in the workplace, as aforementioned, business and organisational settings are becoming increasingly influenced by interactive management (IM) – in which groups work together to resolve a shared problem through the building of a consensus model that facilitates collective action, enabling further understanding of issues and tasks and a framework for effective action (Hogan,

anonymity’ on social platforms as an influencer of online deliberation. Scholars look towards the Social Identity Model of Deindividuation Effects (SIDEs) and argue that individuals may find it easier to issue unpleasant decisions when separated from the human consequence of their actions (Halpern et al, 2013). On this note, the addition of an optional anonymity on Facebook forums and comments may promote online deliberation with the confidence that one will not suffer reproach for their opinion. On the contrary, Halpern et al (2013) also draw attention to the other end of the anonymity spectrum – the aspect of YouTube in which users can become subscribers or can even manage a channel without giving personal information to the system. Consequently, it is hypothesised that ‘Posts in YouTube will be less civil than posts in Facebook threads’ (Halpern et al, 2013), causing more unfounded arguments in comment sections. In an effort to temper such arguments, the input of a certain degree of personal information when subscribing may be beneficial – for example, a quick survey highlighting political views, opinions, fears and the individual’s willingness to accept diversity to their own values. In this sense, suggested videos may be filtered to the person’s own beliefs and decreasing the potential for conflict on the site. On an