Abstract / Description of output
Teamwork has been systematically studied in engineering education as an educational method and a learning outcome. Based on the recent advances in socially-shared regulation as a framework for teamwork processes, this study explores the impact of the transition to online learning. The purpose of this study is to understand if face-to-face and online team dynamics differ concerning the prevalence of personal goals, team challenges, and individual/social strategies. The Adaptive Instrument for Regulation of Emotions (AIRE) Questionnaire was used to compare two semesters in project-based learning engineering courses that were face-to-face (2019) and then converted to an online modality (2020) due to the COVID-19 crisis. Our results show that both modalities report mostly the same prevalence of goals, challenges, and strategies. However, online students tend to manifest a significantly lower prevalence of specific challenges and strategies, suggesting that online teamwork may have involved less group deliberation. These results provide evidence for the "equivalency theory" between online and face-to-face learning in a context where all systemic levels transitioned to a digital modality. These findings raise the question of whether online teaching encourages the emergence of team conflict and deliberation needed for creative thinking.
Original language | English |
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Article number | 10444 |
Pages (from-to) | 1-18 |
Number of pages | 18 |
Journal | Sustainability |
Volume | 12 |
Issue number | 24 |
DOIs | |
Publication status | Published - 14 Dec 2020 |
Keywords / Materials (for Non-textual outputs)
- online learning
- teamwork
- engineering education
- digital teamwork
- socially-shared regulation of learning
- team conflict
- project-based learning