Table 5 Design Issues and... | Emerald Publishing

Table 5

Design Issues and Recommendations

Design Issues	Design Recommendations With Rationale
Technology tool training activities and tutorials were not perceived as effective or valuable	Develop assignments and requirements that prompt students to practice specific technologies in required individual and group activities. This would provide contextualized practice that illustrated how to use the technology and why it is of value
Students lacked knowledge of team working strategies, especially in the distributed environment	Develop an instructional module that engages teams in synchronous virtual premeeting to help them develop effective working strategies and leadership skills. Develop additional in-class activities that require students to use and explore AIDE team features. This will help them develop an understanding of the value of each type of tool for collaborative work. Specifically focus on activities with the team discussion board, team agenda, calendar, and tasks tools. Provide cross-training activities between FEA and AS. Engage the students together in learning these concepts using a variety of tools.
The use of AIDE asynchronous technologies was sporadic	Design specific instructional activities that promote the effective use of asynchronous technologies in the AIDE. Design an activity to engage team with project management tool or file exchange tool to create an artifact for each task. This group activity may help the student team be more organized and better understand the importance of establishing time frames and sub-tasks to complete a collaborative design project tasks.
Insufficient interaction with faculty on general topics	Change the team discussion space into the public discussion space, in which faculty and students can exchange ideas on general questions. Recommend that faculty offer virtual office hours to provide technology support, content question and answer sessions, and clarify project requirements.

Design Issues	Design Recommendations With Rationale
Technology tool training activities and tutorials were not perceived as effective or valuable	Develop assignments and requirements that prompt students to practice specific technologies in required individual and group activities. This would provide contextualized practice that illustrated how to use the technology and why it is of value
Students lacked knowledge of team working strategies, especially in the distributed environment	Develop an instructional module that engages teams in synchronous virtual premeeting to help them develop effective working strategies and leadership skills. Develop additional in-class activities that require students to use and explore AIDE team features. This will help them develop an understanding of the value of each type of tool for collaborative work. Specifically focus on activities with the team discussion board, team agenda, calendar, and tasks tools. Provide cross-training activities between FEA and AS. Engage the students together in learning these concepts using a variety of tools.
The use of AIDE asynchronous technologies was sporadic	Design specific instructional activities that promote the effective use of asynchronous technologies in the AIDE. Design an activity to engage team with project management tool or file exchange tool to create an artifact for each task. This group activity may help the student team be more organized and better understand the importance of establishing time frames and sub-tasks to complete a collaborative design project tasks.
Insufficient interaction with faculty on general topics	Change the team discussion space into the public discussion space, in which faculty and students can exchange ideas on general questions. Recommend that faculty offer virtual office hours to provide technology support, content question and answer sessions, and clarify project requirements.