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Information technology professionals are required to possess both technical and professional skills while functioning in teams. Higher education institutions are promoting teamwork by engaging students in cooperative and project-based learning environments. We characterized teams based on their collective orientations and evaluated their team perfo...
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Context 1
... section presents the results that focused on characterizing the teamwork skills as described by how students set goals, assigned roles, implemented coordination processes, and developed interpersonal relationships. Table 5 presents the distribution of the four teamwork skills: goals, roles, interpersonal relations, and processes under the three levels of teamwork skill formation, referred to as developing, emergent, and proficient. The results of Table 5 demonstrate that around 26% of teams lacked the skills to set goals, whereas only 30% of teams demonstrated proficiency in establishing goals. ...Context 2
... 5 presents the distribution of the four teamwork skills: goals, roles, interpersonal relations, and processes under the three levels of teamwork skill formation, referred to as developing, emergent, and proficient. The results of Table 5 demonstrate that around 26% of teams lacked the skills to set goals, whereas only 30% of teams demonstrated proficiency in establishing goals. With respect to assigning roles, it was observed that around 52% of teams demonstrated proficiency in assigning roles, but around 48% of teams were in developing or emerging categories. ...Context 3
... establishing interpersonal relations and implementation of coordination processes, it was observed that the majority of teams were in the proficient category. The overall interpretation of the results from Table 5 reveals that the majority of teams lacked proficiency in establishing goals and assigning roles, whereas teams were proficient in establishing interpersonal relations and implementing group processes. ...Citations
... As RELP projects often involve teamwork, learners learn to communicate with team members, divide tasks, and coordinate within the team [27], [39]. This trains interpersonal communication skills [40], [41]. It can be concluded that RELP learning activities provide opportunities for learners to develop renewable energy-oriented project design skills and effective communication skills. ...
Increased energy demand, acceleration of renewable energy, and response to climate change are global challenges that are being faced today. To overcome this, education for sustainable development (ESD) is a concept that can be implemented through the renewable energy learning project (RELP) in physics lessons. This study analyzes the project-based learning on the RELP concept and its influence on project design, communication, and critical thinking skills. By using a one-shot case study method on 37 high school students divided into five groups, two types of renewable energy works were created: solar and wind. The results found that the students had the above three skills in the high category. Additionally, project design and communication skills significantly influenced critical thinking. This research implies providing a project-based physics learning concept relevant to 21st-century skills while achieving ESD.
... It has also been observed that engineering students do not always get the opportunity to interact with a diverse student population (Blouin, 2022), and also the coursework is primarily technical (Lucietto & Russell, 2020). The technical nature of the coursework helps students to develop hard skills, but provides less opportunities to develop professional skills (Bahrami et al., 2023;Jaiswal et al., 2021aJaiswal et al., , 2023aMagana et al., 2022). Therefore, introducing engineering graduates to the concept of intercultural competence can help them develop professional skills such as teamwork, communication skills, cultural self-awareness, openness, and interactive skills such as behaving appropriately when interacting with someone from a different cultural background (Berka et al., 2021;Jaiswal et al., 2023aJaiswal et al., , 2023bKulturel-Konak, 2020). ...
Background
Working and interacting with people from diverse backgrounds have become common in Engineering. Research has indicated that engineering graduates face challenges while working with a diverse workforce. Therefore, it is vital for higher education institutions to help engineering students develop intercultural competence skills by engaging them in intercultural learning activities. This study explores the impact of a semester-long study abroad program and its new curriculum on the intercultural learning gains of undergraduate engineering students. The study used a mixed methods design to assess the intercultural learning gains of the students enrolled in a study abroad program.
Results
The results of the study indicated that overall, as a group, students demonstrated significant gains in their Intercultural Development Inventory (IDI) scores from the pre- to post-test. Moreover, hierarchical clustering was conducted to group students into three clusters based on their IDI scores. The results of the clustering helped us to understand the differential growth of students from their pre- to post-test. Based on clustering students were grouped into high, moderate and low intercultural learning clusters. Further inductive thematic analysis was conducted to understand the depth of intercultural awareness of the students in general and discipline specific for each cluster. The results of the thematic analysis revealed that students in cluster 1 showed a deeper understanding of cultural differences, mindfulness, and openness while interacting with people from other cultures, whereas the students in clusters 2 and 3 showed moderate to superficial level of intercultural awareness.
Conclusions
The implication of the study extends to both practice and theory. From the practice perspective, the study discusses the need for creating intentionally structured study abroad programs that encourage students to reflect on their intercultural experiences and internalize takeaways. From the theory perspective, the study contributes to the Intercultural Development Continuum model, as it emphasizes the importance of meaningful gains in intercultural competence. The study also suggests strategies to improve the intercultural learning experiences of students that could help them move towards more intercultural mindsets.
... Its purpose is to foster an effective team in developing appropriate skills, behaviors, and attitudes on the part of its members ( Malykhin et al ., 2021). For its part, cooperative learning refers to the interaction between students within a team to carry out tasks or projects, as long as certain conditions are met ( Jaiswal et al ., 2021;salim et al ., 2019). In both forms of cooperation, the role of teachers within the classroom is largely based on facilitating group work ( Alabdallat et al ., 2021;Werth et al ., 2022). ...
... Therefore, it is important to avoid impositions and coercion to provide students with the possibility of regulated autonomy if they so wish ( Goñi et al ., 2020;Sumaryati et al ., 2020;Van Dulment et al ., 2022;zhao et al ., 2020). Furthermore, the time elapsed since the team starts working is relevant for collaborative work ( Rajabzadeh et al ., 2022), so it is essential to distribute the individual tasks that must be carried out within the team in an equitable and coordinated manner ( Jaiswal et al ., 2021;salim et al ., 2019). ...
Teamwork is not a common skill in the evolution of the individual and, in general, certain conditions must be met to achieve its functionality and effectiveness in the educational environment. Consequently, the basic elements to achieve group objectives depend to a great extent on the individual capacity and its stimulating interaction with the team. In this sense, a study focused on answering the following question: What is the current state of knowledge about the relationship between individualism and teamwork in the context of higher education? The methodology was a narrative review aimed at identifying three dimensions of analysis: 1) Individualism, 2) Cooperative learning and teamwork, and 3) Cooperative learning or teamwork together with individualism. This review highlights that teamwork is integrated into the educational system with the objective of promoting knowledge construction. However, the literature indicates that it is necessary to study the lack of attention in students in order to obtain more favorable results. On the other hand, it was observed that individualism requires that students have the necessary skills and willingness to collaborate and learn, in order to achieve maximum effectiveness in teamwork.
... Su propósito es fomentar un equipo eficaz en el desarrollo de habilidades, comportamientos y actitudes apropiadas por parte de sus miembros (Malykhin et al., 2021). Por su parte, el aprendizaje cooperativo se refiere a la interacción entre los alumnos dentro de un equipo para llevar a cabo tareas o proyectos, siempre y cuando se cumplan ciertas condiciones (Jaiswal et al., 2021;Salim et al., 2019). En ambas formas de cooperación, el rol de los profesores dentro del aula se basa en gran medida en la facilitación del trabajo grupal (Alabdallat et al., 2021;Werth et al., 2022). ...
... Por eso, es importante evitar imposiciones y coerciones para brindar a los estudiantes la posibilidad de una autonomía regulada si así lo desean (Goñi et al., 2020;Sumaryati et al., 2020;Van Dulment et al., 2022;Zhao et al., 2020). Además, el tiempo transcurrido desde que el equipo comienza a funcionar resulta relevante para el trabajo colaborativo (Rajabzadeh et al., 2022), por lo que es esencial distribuir de manera equitativa y coordinada las tareas individuales que se deben desarrollar dentro del equipo (Jaiswal et al., 2021;Salim et al., 2019). ...
El trabajo en equipo no es una habilidad intrínseca en la evolución individual, de ahí que suela requerir condiciones específicas para su funcionalidad y efectividad en el ámbito educativo. De hecho, los elementos fundamentales para alcanzar objetivos grupales dependen en gran medida de la capacidad individual y su interacción estimulante dentro del equipo. Por tal motivo, el presente trabajo se enfocó en responder la siguiente interrogante: ¿cuál es el estado actual del conocimiento sobre la relación entre el individualismo y el trabajo en equipo en el contexto de la educación superior? Para ello, la metodología consistió en una revisión narrativa orientada a identificar tres dimensiones de análisis: 1) individualismo, 2) aprendizaje cooperativo y trabajo en equipo, y 3) aprendizaje cooperativo o trabajo en equipo en conjunto con el individualismo. Los hallazgos demuestran que el trabajo en equipo se incorpora en el sistema educativo con el propósito de fomentar la construcción de conocimiento. No obstante, la literatura señala la necesidad de abordar la falta de atención de los alumnos para obtener resultados más favorables. Por otro lado, se observa que el individualismo demanda que los alumnos posean las competencias necesarias y la disposición para colaborar y aprender, a fin de lograr la máxima eficacia en el trabajo en equipo.
... fulfilment of project directives at the beginning. They become in a better position to control their learning needs and accomplish assigned tasks after gaining adequate confidence and competency over time. One the other hand, the core TE elements are morphed from GRPI model. This is one of the oldest and fundamental frameworks (Rubin et. al, 1978;Jaiswal et. al, 2021;Thabo et. al, 2021), comprising of four key elements: Goals, Roles, Processes, and Interpersonal Relationships, starting with team goal to augment a shared purpose, followed by the delegation of clear roles and responsibilities of team members to enable efficient work processes, including workflow, procedures, decision-making and conflic ...
... On the other hand, the quantitative analysis centered on examining the grades obtained in group statistics projects to establish correlations between these grades and the students' perceptions and comments. This analysis involved the use of descriptive statistics to gain an overall view of academic performance associated with the use of PBL, following the methodology proposed by Jaiswal et al. (2021). ...
This study investigates the impact of Project-Based Learning (PBL) with an emphasis on statistics on 26 Kinesiology students from a prominent Chilean university. A mixedmethodological approach was employed for the qualitative and quantitative analysis of data collected through surveys, supplementary interviews, and performance evaluations of these students. Furthermore, group grades during the project execution were examined. The correlation between academic performance and the perception of learning through this method was explored. The results indicate a generally favorable assessment of PBL, emphasizing its contribution to the development of statistical and scientific skills, as well as improvement in academic performance, with the option to incorporate additional methods to cater to different student needs. It is concluded that PBL is a potential pedagogical strategy that promotes active engagement in learning and the development of practical skills relevant to health sciences students in Chile.
... Engaging in group dynamics cultivates individual competencies such as effective communication, maturity, and organizational prowess, thereby enriching the collaborative learning encounter (Guttenberg, 2019;Zheng et al., 2019). Assigning students, the role of elucidating specific subjects to peers helped to elevate understanding and pique interest (Hefter & Berthold, 2020) and this must be done with proper support or guidelines to result in effective teamwork (Jaiswal et al., 2021). Notably, the critical aspect of group work lies in social interaction, facilitating open idea exchange, collaborative task completion, and enhanced learning capabilities (Zaharuddin et al., 2022;Hennebry & Fordyce, 2018). ...
... During the implementation of activities, each member from different groups did the activity cooperatively and asked suggestions to other members to perform successfully. As Jaiswal et al. (2021) point out, when students are engaged in problemsolving, working in teams enables them to cooperate with one another. Students need to learn how to work in teams, especially when they are working with groups from different fields. ...
The purpose of this study was to determine the significant difference in the pre-assessment and post-assessment performance of the students as to their science process skills and to assess the feedback of case and project-based learning lessons in enhancing the science process skills of the Grade 9 Students. The study used the descriptive-experimental methods of research with selected 70 Grade 9 students as participants. In line with the findings of the study, the students’ pre-assessment performance revealed that they are “moving toward mastery” as to their basic science process skills and are at “low mastery” level as to their integrated science process skills while the post-assessment performance revealed “mastery” and “near mastery” levels as to their basic and integrated science process skills, respectively. Therefore, there is significant difference in the pre- assessment and post- assessment performance of the students as to their science process skills in terms of basic and integrated science process skills. Align with this, the respondents perceived case and project- based learning strategy as highly effective. Based on the conclusion laid, teachers may consider the use of lesson exemplar with case and project- based learning strategies as a mode of assessing and improving students’ science process skills.
... One approach that has gained considerable attention is project-based learning (PBL) (Beckett, 2002;Hidayati et al., 2023;Krajcik & Shin, 2014;Lu, 2021). PBL engages students in hands-on projects that require them to actively apply their knowledge, collaborate with peers, and solve real-world problems (Culclasure et al., 2019;Ghosheh Wahbeh et al., 2021;Guo et al., 2020;Jaiswal et al., 2021;Sasson et al., 2018). This approach provides students with opportunities to develop their writing skills in meaningful contexts, fostering creativity, critical thinking, and effective communication (Alkhatnai, 2017;Lu, 2021;Miller & Krajcik, 2019). ...
This pre-experimental study examines the effectiveness of project-based learning (PBL) on the writing skills of Class 9D students at SMP Negeri 48 Surabaya during the academic year 2022/2023, specifically focusing on procedure text. The goal is to enhance students’ writing abilities, particularly in the area of procedural writing. The study involves a single group of 42 students from Class 9D, selected through convenience sampling. The intervention consists of implementing PBL, where students actively engage in hands-on activities, collaborative projects, and authentic writing tasks related to procedure texts. The intervention period is designated for active student participation in procedure text-based projects. Pre-test and post-test assessments evaluate the impact of PBL on writing skills, considering criteria such as organization, clarity, coherence, and language proficiency. The analysis compares the writing scores from these assessments. The findings aim to provide insights into the effectiveness of PBL in enhancing students’ writing skills within the context of procedure text. Implications of the study suggest that implementing PBL strategies in writing instruction offers significant benefits to students. Authentic tasks and hands-on experiences foster creativity, critical thinking, and problem-solving skills. Educators can incorporate PBL into procedure text instruction based on these findings. Integrating PBL strategies into the curriculum enhances students’ writing skills. Providing professional development opportunities assists teachers in designing and implementing effective PBL activities. Further research is needed to explore the long-term effects of PBL on writing skills across different genres and grade levels.
... Scholars and practitioners have proposed ways of trainings to support student team success. Using Goal-Role-Process-Interpersonal-Relationship models, students wrote memos to reflect on their team dynamics and development [8]. Students can overcome potential tensions in teamwork through conflict resolution training [9]. ...
Introduction Engineering classrooms have adopted team-based learning as a popular and effective pedagogy for a long time [1-3]. Given the booming of computer-assisted learning technologies, instructors could easily observe the different ways of interaction and collaboration across teams and among team members within the same team. Perhaps most of the time, the student teams function just fine. Yet instructors might actively or passively notice the existence of dysfunctional teams, where team dynamics were impaired, and team members developed negative attitudes towards one another [4-5]. Furthermore, in other situations, social loafing might exist within student teams but sometimes hardly get instructors' attention [6]. When such situations happen, the benefits of cooperative learning are compromised and at risk [7]. Scholars and practitioners have proposed ways of trainings to support student team success. Using Goal-Role-Process-Interpersonal-Relationship models, students wrote memos to reflect on their team dynamics and development [8]. Students can overcome potential tensions in teamwork through conflict resolution training [9]. The teamwork Failure Prevention Questionnaire, as the name suggests, is a instrument that can help teams potential weakness [10]. Instructors commonly use Tuckman's team developmental model [11-12] to help teams understand team processes-to preview what the team might experience next and to move as quickly as possible to a higher level of functioning [13-15]. Due to first-year students' lack of maturity and experiences working in multicultural teams, we wonder if the developmental models of such student teams could be categorized or essentialized as Tuckman's model. In addition, literature pointed out the influence of individual differences on team dynamics, we are motivated to study in the context of multicultural teams so as to provide the opportunity for researchers and instructors to reflect and be mindful of growth-oriented and equity-mindset team building and training. Therefore, we propose the research question of this study: compared to Tuckman's team developmental model, how did the dynamics/stages of first-year engineering multicultural teams evolve? In the following sections, we first synthesize the literature related to Tuckman's Team developmental model to articulate the definitions and characteristics of the proposed stages. We will then summarize the relevant and pertinent critiques of the models. By situating this work in engineering education, we examine the research team's positionalities. Further, in the methodology section, we describe the participants and context of this study, data collection and analysis, and some limitations. Afterwards, we present the team developmental stages students perceived along with their narratives and discuss the unique patterns that emerged in the two studied cases. We further discuss the discrepancy of the team development stages in the studied cases with Tuckman's model with an emphasis on the impact of contextual factors associated with the learning envionments. Finally, we summarize our main critiques and arguments on the transferability of Tuckman's model in first-year engineering student multicultural teams and offer some practical teaching suggestions for instructors.
