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

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dc.contributor.authorGoñi, Julian
dc.contributor.authorCortázar, Catalina
dc.contributor.authorAlvares, Danilo
dc.contributor.authorDonoso, Uranía
dc.contributor.authorMiranda, Constanza
dc.date.accessioned2023-05-19T20:50:03Z
dc.date.available2023-05-19T20:50:03Z
dc.date.issued2020
dc.description.abstractTeamwork 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.
dc.fechaingreso.objetodigital2024-12-20
dc.fuente.origenORCID-mayo23
dc.identifier.doi10.3390/su122410444
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/70139
dc.identifier.wosidWOS:000603262000001
dc.issue.numeroNo. 24
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final18
dc.pagina.inicio1
dc.revistaSustainability
dc.rightsacceso abierto
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleIs Teamwork Different Online Versus Face-to-Face? A Case in Engineering Educationes_ES
dc.typeartículo
dc.volumenVol. 12
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