Relationship between team learning profiles and outcomes in team project-based learning
A Cluster Analysis
Bibliographic Data
| ID | 4098185 |
|---|---|
| Authors | Ji Won You (0000-0002-9696-356X, Gachon University, corresponding author) |
| Year | 2024 |
| Volume | 49 |
| Issue | 1 |
| Pages | 16-32 |
| Publication date | 2024-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2023.2219298 |
| OpenAlex | W4381283723 |
| Language | EN |
| Citations received | 4 |
| References cited | 57 |
Team project-based learning has become increasingly common in higher education. This study aimed to characterise and understand students’ team learning experiences in team project-based learning by considering various aspects, such as individual qualities, teamwork, task, and instructor support. K-means clustering analysis was performed using eleven variables: team learning preference, co-regulation, team efficacy, team climate, team trust, psychological safety, team interaction, perceived team loafing, task authenticity, the frequency of instructor feedback, and usefulness of instructor feedback. Data were collected from students who were involved in team project-based learning at a South Korean university in the 2nd semester of 2021, and 782 responses were used in the analysis. Consequently, six clusters were identified, each showing different patterns of individual team learning attitudes and skills, teamwork, task authenticity, and instructor feedback. Following the cluster analysis, one-way ANOVA was performed, finding significant differences in team performance and team learning satisfaction between clusters. Based on these findings, important factors in team learning are discussed, and implications of enhancing team project-based learning are presented
Cooperative learning · Higher education · Knowledge management · Mathematics education · Open learning · Psychological safety · Teaching method · Team composition · Team effectiveness · Team learning · Teamwork · Applied Psychology · Computer Science · Engineering · Innovative Teaching and Learning Methods · Problem and Project Based Learning · Psychology · Social Psychology · Software Engineering Techniques and Practices
A systematic review of teacher guidance during collaborative learning in primary and secondary education
A Multilevel Model of Team Goal Orientation, Information Exchange, and Creativity
When Smart Groups Fail
The quality of guidance and feedback to students
Engineering Design Thinking, Teaching, and Learning
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning
Determinants of Innovative Behavior
Psychological Safety
A meta-analysis of team-efficacy, potency, and performance
Collective efficacy, group potency, and group performance
An instructional design framework for authentic learning environments
Climate for Creativity
Social Cognitive Theory in Cultural Context
Focus on Formative Feedback
Psychological safety in feedback
Experiences of preservice teachers exposed to project-based learning
Understanding the antecedents of knowledge sharing behaviour and its relationship to team effectiveness and individual learning
Meta-assessment in a project-based systems engineering course
New work attitude measures of trust, organizational commitment and personal need non‐fulfilment
The Power of Feedback
Formative assessment and self-regulated learning
| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |