Student perceptions of teammates' performance: influence of team formation method

Wandel, Andrew P. and Willey, Keith (2012) Student perceptions of teammates' performance: influence of team formation method. In: AaeE 2012: The Profession of Engineering Education: Advancing Teaching, Research and Careers, 3-5 Dec 2012, Melbourne, Australia.

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Abstract

This study investigates the group dynamics within the third problem-solving course in a series of four studied by on-campus and distance-education students. The cohorts were organised into teams of on-campus and distance-education students. The distance-education students were further organised into teams comprised of members from the same city or region (where possible). The motivation for this practice was to provide the opportunity for some social interaction for students who otherwise can feel isolated. Research has indicated that collocated teams tend to behave in a more socially-oriented fashion, while distributed teams tend to behave in a more task-oriented fashion. This paper is interested in how the team formations affect peer assessments to obtain individual marks.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Authors retain copyright.
Faculty / Department / School: Historic - Faculty of Engineering and Surveying - No Department
Date Deposited: 24 Apr 2013 01:27
Last Modified: 07 Sep 2017 02:05
Uncontrolled Keywords: group work; peer assessment; collocated teams; higher education research
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
09 Engineering > 0915 Interdisciplinary Engineering > 091599 Interdisciplinary Engineering not elsewhere classified
Socio-Economic Objective: C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education
URI: http://eprints.usq.edu.au/id/eprint/23391

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