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Research has identified the importance of knowledge coordination in highperforming teams. However, little is known on the processes through which these cognitive structures are developed, more specifically on the learning occurring as teams communicate and interact to build new team knowledge. In a multiple-measures experiment, 33 teams with no prior experience in flight simulations were assigned to newly formed dyads to complete 4 successive performance episodes of a flight simulation task, modeling a complex, fast-paced, and high workload task context. The study showed how team learning processes (i.e., team learning behaviors and team reflexivity), driven by task cohesion, and group potency supported coordination development, which in turn predicted team performance.

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Although collaboration is increasingly required in today’s academic and work contexts, there are many ways in which teamwork can be impaired by dysfunctional inefficiencies and process loss. An important form of process loss is the tendency for individual members of a team to exert less effort than their fellow team members (i.e., social loafing). Since teams need to sustain the effort of team members as a collaborative resource, it is imperative to understand factors that shape social loafing in team tasks. This study examines simultaneously the degree to which goal orientation and changes in team learning (i.e., shifts in collective knowledge) affect social loafing. The authors use a multiwave design to explain changes in social loafing tendencies of 675 students working in teams. They conduct linear mixed effects modeling to show that individual team members who belong to teams that score higher than other teams on team learning throughout 9 weeks of teamwork experience a decrease in social loafing. Although learning and performance orientations are significantly related to initial self- or peer-rated social loafing, they cannot explain ensuing changes in social loafing. Results highlight the importance of considering team-level dynamic properties when explaining fluctuations of motivation in teams.

Feedback is a critical component of teamwork regulation. Research underscores the importance of feedback processes for its effectiveness in teams and further notes how individual differences can affect these processes. Nonetheless, few have theorized on the cultural dimensions associated with feedback to specify how these can attenuate such processes. We contend that research can be advanced by specifying how cultural dimensions may shape individual perception and processing of feedback and team processing of feedback in homogeneous and heterogeneous teams with respect to cultural dimensions. To address this foundational question, we review and integrate the literature on feedback in teams and culture in teams by (a) incorporating the role of culture in team feedback models, (b) discussing how cultural dimensions could influence the perception and processing of feedback, and (c) highlighting important directions for future inquiries at the intersection of feedback and cultural theories. We discuss the links between cultural dimensions derived from the field of intercultural communication and feedback behaviors and processes and provide propositions concerning culturally informed differences in specific feedback responses at individual and team levels.

In this paper we examine three "active-learning" methods that have evolved out of learning research in a variety of disciplines-problem-based learning, team-based learning, and studio-based learning. Our goal is to review and contrast these methods to identify their unique and similar features. We additionally outline which of their features holds potential for improving learning in collaborative contexts. We consider their common instructional features and learning principles, to determine which are potentially indicative of effective active learning.

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