Teamwork facilitation and conflict resolution training in a <scp>HyFlex</scp> course during the <scp>COVID</scp>‐19 pandemic

Magana, Alejandra J.; Karabiyik, Tugba; Thomas, Paul; Jaiswal, Aparajita; Perera, Viranga; Dworkin, James B.

doi:10.1002/jee.20450

Cited by 36 publications

(21 citation statements)

References 62 publications

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“…Communication between team members has also been identified as important in influencing the social dimensions of teams [16]. Thus, the implications for facilitating effective team interactions in the context of higher education relate to identifying strategies and pedagogical approaches that promote collaboration and communication processes [57]. Research suggests that teamwork interventions effectively develop, support, and improve teamwork processes [34], [35].…”

Section: Discussionmentioning

confidence: 99%

Characterizing Team Cognition Within Software Engineering Teams in an Undergraduate Course

Magana,

Jaiswal,

Amuah

et al. 2024

IEEE Trans. Educ.

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The study characterizes aspects of cognitive and metacognitive dimensions of team cognition of software development teams in educational settings.Background: The software development industry requires software engineers and developers to work in teams; for this, there is substantial research on teamwork in the context of the organization. However, little is known about it in the context of educational settings, where there is scant research on teamwork in engineering and computing projects.Research Questions: How do students enact teamwork cognitive engagement and metacognitive regulation in the context of a systems analysis and design course?Methodology: The participants were 127 undergraduate students in a systems development course organized into 26 teams. Qualitative categories were derived from a content analysis based on recorded teamwork sessions, which were then quantized and visualized for pattern identification.Findings: Results provide each team's overall cognitive engagement coefficient and metacognitive regulation coefficient. The findings also describe three clusters, each with a description of a selected team to provide further insights into the identified patterns.

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Section: Discussionmentioning

confidence: 99%

Characterizing Team Cognition Within Software Engineering Teams in an Undergraduate Course

Magana,

Jaiswal,

Amuah

et al. 2024

IEEE Trans. Educ.

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“…Researchers have suggested that the university is an appropriate place to further such skills and have indeed found that they have been incorporated into engineering degree requirements [11,37,38]. Teamwork has been shown to benefit active student engagement, social and interpersonal skills, cooperation, and collaboration [39][40][41].…”

Section: An Overview Of Teamwork In Stem and Its Connection To Soft S...mentioning

confidence: 99%

Teamwork Made in China: Soft Skill Development with a Side of Friendship in the STEM Classroom

Van Horne,

Rakedzon

2024

Education Sciences

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One demand imposed by the global market is the possession of adequate soft skills, a challenge commonly faced by STEM (science, technology, engineering, and mathematics) graduates. This challenge is particularly prominent in China, which produces millions of STEM graduates annually. Consequently, there is a pressing need to develop and research programs facilitating the acquisition of soft skills, with a specific focus on teamwork, among Chinese engineers. To this end, we created a team-based project as part of a semester-long scientific English communication course at a Sino–foreign STEM university in China. The project aimed at fostering valuable soft skills through active learning, including teamwork, communication, and collaboration. In this report, we examine written reflections by students, aiming to assess their perceptions of soft skill development and overall experience resulting from their participation in the team-based project. Our results show the self-reflected soft skills development was considerable, and, unexpectedly, a noteworthy outcome of the project was the significant development of interpersonal connections, resulting in a positive experience and friendship development. Consequently, the findings of this study shed light on how teamwork can foster soft skills and friendship development, the latter often referred to as relationship development, another soft skill in the 21st century.

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“…Team conflicts can stem from many sources, including tasks, processes, relationships, and status. Nonetheless, teaching students to use conflict resolution strategies has been shown to mitigate ill-effects [15].…”

Section: Conflict Management and Measuring Team Performancementioning

confidence: 99%

Exploring Virtual Methods for Teaching Engineering Teamwork

Dumond

2022

PCEEA

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Teamwork plays a key role in engineering due to the complexity and skill requirements of modern engineering projects. For this reason, emphasis is placed on the development of teamwork skills in most engineering education programs across Canada. In most cases, teamwork scaffolding and training occurs in person using team-based projects or experiential activities. Unfortunately, virtual teaching environments make a good deal of traditional teamwork training activities difficult to implement. This paper explores methods that have been shown to be successful in teaching teamwork skills to engineering students, taking into account the particular challenges faced in technical environments. Unique implementations of these methods for virtual learning environments are discussed, and additional challenges created by virtual teamwork are also examined in relation to these methods. Finally, a strategy for proving experiential learning activities based on “paper challenges” is described and a new virtual learning environment that allows students, working in teams, to learn teamwork skills and simulate real-world team-based challenges synchronously over the web is presented.

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Teamwork facilitation and conflict resolution training in a HyFlex course during the COVID‐19 pandemic

Cited by 36 publications

References 62 publications

Characterizing Team Cognition Within Software Engineering Teams in an Undergraduate Course

Characterizing Team Cognition Within Software Engineering Teams in an Undergraduate Course

Teamwork Made in China: Soft Skill Development with a Side of Friendship in the STEM Classroom

Exploring Virtual Methods for Teaching Engineering Teamwork

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