Abstract
Although collaborative learning is extensively used in various (higher) education
settings to help students develop their teamwork skills and also acquire curricular knowledge through collaborative efforts, questions have been raised concerning the individual student involvement in collaborative learning groups. Various studies have pointed out to free-riding, social loafing and other forms of behavioral withdrawal from collaborative learning. Little is known however about the factors that drive student involvement in collaborative learning groups.
In this study, we set out to explore the extent to which individual and team motivation factors impact on individual involvement and performance in group tasks. Also, we test the extent to which individual involvement and performance increases during the semester varies as the deadline for submitting the group task approaches. 237 students (207 female, mean age=21.18 ), nested in 56 teams (mean team size=4.48) filled out an online survey 5 times over a period of 2 months, while engaged in a group project. The results show that: individual task engagement increases over time; team work engagement has a positive and stronger effect as compared to individual work engagement over individual task involvement; team general efficacy has a positive and stronger effect as compared to individual self-efficacy over individual task involvement;
and identification with the team has a positive effect on the individual task involvement and performance in the team tasks, as hypothesized.
As for the practical implications, educators and group facilitators could design
interventions that target team motivational factors (such as team work engagement and team general efficacy), as well as interventions that aim to increase the identification with the team in order to increase individual task involvement and performance.
settings to help students develop their teamwork skills and also acquire curricular knowledge through collaborative efforts, questions have been raised concerning the individual student involvement in collaborative learning groups. Various studies have pointed out to free-riding, social loafing and other forms of behavioral withdrawal from collaborative learning. Little is known however about the factors that drive student involvement in collaborative learning groups.
In this study, we set out to explore the extent to which individual and team motivation factors impact on individual involvement and performance in group tasks. Also, we test the extent to which individual involvement and performance increases during the semester varies as the deadline for submitting the group task approaches. 237 students (207 female, mean age=21.18 ), nested in 56 teams (mean team size=4.48) filled out an online survey 5 times over a period of 2 months, while engaged in a group project. The results show that: individual task engagement increases over time; team work engagement has a positive and stronger effect as compared to individual work engagement over individual task involvement; team general efficacy has a positive and stronger effect as compared to individual self-efficacy over individual task involvement;
and identification with the team has a positive effect on the individual task involvement and performance in the team tasks, as hypothesized.
As for the practical implications, educators and group facilitators could design
interventions that target team motivational factors (such as team work engagement and team general efficacy), as well as interventions that aim to increase the identification with the team in order to increase individual task involvement and performance.
| Original language | English |
|---|---|
| Publication status | Published - 5 Sept 2019 |
| Event | International Workshop on Teamworking 23 - Babeş-Bolyai University, Cluj-Napoca, Romania Duration: 5 Sept 2019 → 6 Sept 2019 Conference number: 23 https://iwotblog.wordpress.com/ |
Conference
| Conference | International Workshop on Teamworking 23 |
|---|---|
| Abbreviated title | IWOT |
| Country/Territory | Romania |
| City | Cluj-Napoca |
| Period | 5/09/19 → 6/09/19 |
| Internet address |