578 26 2935 3 10566 document 2935 BORDaR Data.zip application/zip d8a591309c33b83b3e296a1d51117c4b MD5 5445131 2026-09-04 15:27:36 https://bordar.bournemouth.ac.uk/578/1/BORDaR%20Data.zip 578 1 1 application/zip archive Anonymised transcripts and case study output en public cc_by_nd_4

BORDaR Data.zip

full_archive archive 12335 disk0/00/00/05/78 2026-09-15 08:36:04 2026-09-15 08:37:43 2026-09-15 08:36:04 data_collection show Heyes T.G. tomgheyes@gmail.com ibal Computer mediated communication (CMC); remote work; hybrid work; virtual teams; small group development; team formation; Tuckman’s model; forming stage; communication media; face-to-face communication; video conferencing; synchronous text chat; interpersonal trust; relationship development; interpersonal learning; group cohesion; task performance; communication effectiveness; collaborative problem solving; media richness; swift trust; virtual copresence; mixed-methods case study This dataset was produced for the study “‘Forming' in computer-mediated settings: The effect of computer-mediated communication on small group development." The research investigated how face-to-face interaction, video conferencing and synchronous text chat affected task performance and the early interpersonal development of newly formed small groups. The study was situated in the context of sustained remote and hybrid working and used Tuckman’s model of group development as a theoretical framework for examining early team formation. A mixed-methods, multiple-case design was used. Twenty-four participants were randomly allocated to six groups of four, with two groups completing the same collaborative puzzle task under each of three communication conditions: face-to-face, Microsoft Teams video conference and Microsoft Teams text chat. The dataset contains task-completion outcomes and timings, anonymised recordings or chat logs and their transcripts, coded counts of task-related and non-task-related communication, structured post-task questionnaire responses, communication-medium rankings and open-text reflections. Questionnaire measures address interpersonal learning, relationship development, trust and perceived communication effectiveness. The data enabled comparison of both observable group outcomes and participants’ subjective experiences across communication media. The study found that face-to-face groups completed the task more quickly and communicated more efficiently than the computer-mediated groups. Participants in the face-to-face condition also reported significantly greater learning from and about other group members and stronger relationship development. Video conference and text-chat groups showed more limited interpersonal development and required more task-oriented communication. Some increase in trust was reported across all three conditions, but differences in trust development were not statistically significant. The findings suggest that initial or “swift” trust may emerge during short collaborative tasks regardless of medium, while interpersonal learning, relationship formation and task coordination are more sensitive to communication richness and physical co-presence. The study provides exploratory evidence about communication-medium effects during the forming stage of team development. Its cross-sectional design, sample of six groups and use of a single collaborative problem solving task mean that the data should be interpreted as evidence from the cases studied rather than as population-level estimates. 2026-07-25 submitted Bournemouth University 10.18746/bmth.data.00000578 Mixed Thomas Gilroy Heyes bordar@bournemouth.ac.uk Principlal Investigator Heyes Thomas Gilroy tomgheyes@gmail.com Data processing was limited to anonymisation and preparation for sharing. Participant names were replaced with numeric participant identifiers throughout the dataset. An initial find-and-replace process was followed by a manual review of every transcript to identify and replace any remaining references to participant names with the corresponding participant number. The transcripts were also checked for other direct name references that could disclose an individual’s identity. Questionnaire data was provided as an Excel export generated directly from Microsoft Forms. Other than replacing participant names with the corresponding numeric identifiers, the questionnaire data has not been reformatted, recoded, imputed or otherwise cleaned. Original question wording, response values, column headings and blank or missing responses have been retained as captured by Microsoft Forms. No substantive changes were made to participants’ responses or to the content of the transcripts. The numeric identifiers are used consistently across the questionnaire data and transcripts to allow records relating to the same participant to be associated without disclosing their name. The document linking participant names to these identifiers is not included in the shared dataset. Airwalk Consulting Reply Ltd. This mixed methods, multiple case study examined how communication medium influenced task performance and early interpersonal development in newly formed small groups. Data was collected from 24 volunteer participants arranged into six groups of four. Participants were experienced professionals recruited from professional or organisational settings. Participation was voluntary and subject to informed consent. No demographic screening or matching criteria were applied. Participants were randomly allocated to ad hoc groups to reduce systematic bias arising from pre-existing familiarity. Two groups completed the study in each of three communication conditions: face-to-face interaction, Microsoft Teams video conferencing, and synchronous text chat using Microsoft Teams. Face-to-face sessions took place in designated meeting rooms; remote participants joined the relevant Microsoft Teams environment. Technical arrangements were tested in advance, and every group received the same written and verbal instructions and followed the same session structure. Each session comprised two minutes for arrival and group orientation, four minutes of facilitator instructions, an eight minute collaborative task, and up to 15 minutes for an individual post-task questionnaire. Participants remained in the study environment for the full eight minute task period, even if they completed the task early. The facilitator provided no further prompts after the task began and did not direct the use of any remaining time. This allowed spontaneous task-related and non-task-related interaction to occur. The task was a standardised collaborative problem solving exercise. Six mountain landscape images were each divided into four interlocking puzzle pieces. The images were visually similar, with mountain and sky features in the upper pieces and landscape foregrounds in the lower pieces. For each group, puzzle pieces were selected and distributed so that one complete four piece image could be reconstructed from the available set, alongside visually plausible distractor pieces. Each participant received three pieces and held one piece required for the correct solution. The task could therefore not be completed independently: participants had to share information, compare their pieces, negotiate possible combinations and collectively identify the single correct four piece image. Task versions and piece selections were varied between groups to reduce the risk of prior knowledge. The primary objective measures were whether the correct solution was identified and the elapsed time to solution, recorded using a stopwatch. Group interaction was captured according to communication condition. Face-to-face sessions were audio recorded and transcribed using Google Voice Recording, video-conference sessions were recorded in Microsoft Teams, and text-chat sessions were retained as Microsoft Teams chat logs. Recordings and logs were transcribed and anonymised. The transcripts were coded to quantify task-related and non-task-related communicative exchanges and to examine communication patterns, collaboration, conflict, cohesion, interpersonal disclosure and spontaneous social interaction. Immediately after the task, participants individually completed a structured questionnaire containing scaled, ranking and open-text questions. Measures included perceived effectiveness of the assigned communication medium on a 1–10 scale; estimated task focus during the eight-minute period; relationship familiarity before and after the task on 1–10 scales; trust in other group members before and after the task on 1–10 scales; whether participants had learned anything new about or from another participant, with opportunities to explain their responses; and a ranking of five communication media: instant messaging, video conference, face-to-face interaction, voice conference and virtual reality, by expected effectiveness for the task. The resulting dataset comprised task completion outcomes and times, anonymised audio/video transcripts and chat logs, coded interaction counts, scaled questionnaire responses, medium rankings and open text participant reflections. Quantitative data was compared across the three communication conditions using descriptive statistics, one-way analysis of variance and Tukey post-hoc analysis where appropriate. Qualitative responses and interaction data were analysed thematically and integrated with the quantitative results through cross-case comparison. All participant records were anonymised and handled in accordance with the study’s institutional ethical approval and data-protection requirements. United Kindgdom The study involved human participants and therefore raised issues relating to informed consent, confidentiality, data protection and the potential disclosure of participant identities. The research received institutional ethical approval before data collection, and all participants received a participant information sheet explaining the study, their rights and the proposed handling of their data. Participation was voluntary, and written informed consent was obtained before each session. The principal disclosure risk arose from participants’ names, voices, images, workplace references and other personal information contained in recordings, chat logs, questionnaire responses and group discussions. Names were replaced with anonymous participant identifiers, and direct or indirect identifying information was removed from transcripts and research outputs. Questionnaire data were similarly anonymised and are not linked to names or contact details. Raw video and audio recordings may allow participants to be identified from their appearance or voice and are therefore not suitable for unrestricted public access. These files should be excluded from the openly available dataset or retained under controlled access, limited to authorised researchers with an appropriate research purpose and an obligation to maintain confidentiality. Consent forms, contact details and any participant identification key should not be shared and should remain stored separately from the research data with access restricted to the principal researcher. The openly shared data should therefore be limited to anonymised transcripts, de-identified questionnaire responses and coded interaction data. Although reasonable steps have been taken to remove identifying information, users of the dataset must not attempt to identify participants or combine the data with other information for that purpose. Any controlled access material should be made available only in accordance with the consent originally provided, applicable data protection requirements and the conditions imposed by the data repository or research institution. 2024-12-23 2025-01-28