Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education

Abstract

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.

And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?

“…This negative performance effect is due to reduced contact hours for students and the lack of personal contact with the teacher when facing difficulties in their learning experience [1]. Gopal et al [14], on the other hand, conclude the opposite: students perform better in online learning, compared to traditional F2F learning. Their study mentioned that the positive performance effect is due to instructors who teach more efficiently in an online setting [16].…”

“…Therefore, it could be hypothesized that the positive aspects of cooperative learning-and TBL in particular-were not expected during the COVID-19 pandemic, when a radical switch from F2F to online education was made. According to Goñi et al [14], cooperation with peers in an online setting could be perceived differently than in a F2F setting. Therefore, the second research question of this study investigates whether the advantages of a TBL approach, regarding good teaching, satisfaction, and performance still hold in an online setting.…”

Analysing the Cadence of Group Conflicts Across Gender During Online Learning

“…It would be interesting to see how learners are coping with online group interactions. Similarly, Goni et al (2020) raised the issue whether online learning encourages team conflict and if it did, how do the learners manage the conflict? This study is done to explore the conflicts that takes place during online group interactions, Specifically, this study is done to answer the following question;…”

“…Peer interaction and perceived learning were also related to satisfaction with the course. Another study by Goni, Cortazar, Alvares, Donoso, and Miranda (2020) explored the impact of the transition to online learning. The purpose of the study was to understand if face-to-face and online team dynamics differed concerning the prevalence of personal goals, team challenges, and individual/social strategies.…”

A Synchronous Hybrid Team-Based Learning Class: Why and How to Do It?

“…The suboptimal interpersonal interaction is further compounded by the social isolation that has occurred due to the COVID-19 pandemic, which has been shown to have a significant psychological impact on students [ 13 – 15 ]. In the case of healthcare professional students, the suboptimal social interactions due to prolonged online learning lead to two other concerns: suboptimal team dynamics and delayed professional identity formation [ 7 , 16 – 20 ].…”