Relationship between team learning profiles and outcomes in team project-based learning: a cluster analysis

References

• Al-Kurdi, O., R. El-Haddadeh, and T. Eldabi. 2018. “Knowledge Sharing in Higher Education Institutions: A Systematic Review.” Journal of Enterprise Information Management 31 (2): 226–46. doi:10.1108/JEIM-09-2017-0129.
   Web of Science ®Google Scholar
• Association of American College and Universities. 2011. “The LEAP Vision for Learning: Outcomes, Practices, Impact, and Employers’ Views.” Washington, DC.
   Google Scholar
• Bandura, A. 2002. “Social Cognitive Theory in Cultural Context.” Applied Psychology 51 (2): 269–90. doi:10.1111/1464-0597.00092.
   Web of Science ®Google Scholar
• Barron, B. 2003. “When Smart Groups Fail.” Journal of the Learning Sciences 12 (3): 307–59. doi:10.1207/S15327809JLS1203_1.
   Web of Science ®Google Scholar
• Bolton, M. K. 1999. “The Role of Coaching in Student Teams: A “Just-in-Time” Approach to Learning.” Journal of Management Education 23 (3): 233–50. doi:10.1177/105256299902300302.
   Google Scholar
• Borrego, M., J. Karlin, L. D. McNair, and K. Beddoes. 2013. “Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review.” Journal of Engineering Education 102 (4): 472–512. doi:10.1002/jee.20023.
   Web of Science ®Google Scholar
• Bowen, B., and B. Peterson. 2019. “Exploring Authenticity through an Engineering-Based Context in a Project-Based Learning Mathematics Activity.” Journal of Pre-College Engineering Education Research (J-PEER) 9 (1): 1–10. doi:10.7771/2157-9288.1073.
   Google Scholar
• Brooks, C. M., and J. L. Ammons. 2003. “Free Riding in Group Projects and the Effects of Timing, Frequency, and Specificity of Criteria in Peer Assessments.” Journal of Education for Business 78 (5): 268–72. doi:10.1080/08832320309598613.
   Google Scholar
• Burnik, U., and A. Košir. 2017. “Industrial Product Design Project: Building Up Engineering Students’ Career Prospects.” Journal of Engineering Design 28 (7–9): 549–67. doi:10.1080/09544828.2017.1361512.
   Web of Science ®Google Scholar
• Cook, J., and T. Wall. 1980. “New Work Attitude Measures of Trust, Organizational Commitment and Personal Need Non-Fulfilment.” Journal of Occupational Psychology 53 (1): 39–52. doi:10.1111/j.2044-8325.1980.tb00005.x.
   Web of Science ®Google Scholar
• DeRue, D. S., J. R. Hollenbeck, D. R. Ilgen, and D. L. Feltz. 2010. “Efficacy Dispersion in Teams: Moving beyond Agreement and Aggregation.” Personnel Psychology 63 (1): 1–40. doi:10.1111/j.1744-6570.2009.01161.x.
   Web of Science ®Google Scholar
• Dym, C. L., A. M. Agogino, O. Eris, D. D. Frey, and L. J. Leifer. 2005. “Engineering Design Thinking, Teaching, and Learning.” Journal of Engineering Education 94 (1): 103–20. doi:10.1002/j.2168-9830.2005.tb00832.x.
   Web of Science ®Google Scholar
• Edmondson, A. C. 1999. “Psychological Safety and Learning Behavior in Work Teams.” Administrative Science Quarterly 44 (2): 350–83. doi:10.2307/2666999.
   Web of Science ®Google Scholar
• Frazier, M. L., S. Fainshmidt, R. L. Klinger, A. Pezeshkan, and V. Vracheva. 2017. “Psychological Safety: A Meta-Analytic Review and Extension.” Personnel Psychology 70 (1): 113–65. doi:10.1111/peps.12183.
   Web of Science ®Google Scholar
• Geister, S., U. Konradt, and G. Hertel. 2006. “Effects of Process Feedback on Motivation, Satisfaction, and Performance in Virtual Teams.” Small Group Research 37 (5): 459–89. doi:10.1177/1046496406292337.
   Web of Science ®Google Scholar
• George, J. M. 1992. “Extrinsic and Intrinsic Origins of Perceived Social Loafing in Organizations.” Academy of Management Journal 35 (1): 191–202. doi:10.2307/256478.
   Web of Science ®Google Scholar
• Geraudel, M., and D. Salvetat. 2014. “What Are the Antecedents of Coopetition? An Explanation in Terms of Centrality and Personality Traits.” European Business Review 26 (1): 23–42. doi:10.1108/EBR-09-2012-0051.
   Google Scholar
• Gibbs, G., and C. Simpson. 2005. “Conditions under Which Assessment Supports Students’ Learning.” Learning and Teaching in Higher Education 1: 3–31.
   Google Scholar
• Gong, Y., T. Kim, D. Lee, and J. Zhu. 2013. “A Multilevel Model of Team Goal Orientation, Information Exchange, and Creativity.” Academy of Management Journal 56 (3): 827–51. doi:10.5465/amj.2011.0177.
   Web of Science ®Google Scholar
• Griffin, P., and E. Care. 2015. “The ATC21S Method.” In Assessment and Teaching of 21st Century Skills, edited by P. G. E. Care, 3–33. Dordrecht: Springer.
   Google Scholar
• Gully, S. M., K. A. Incalcaterra, A. Joshi, and J. M. Beauien. 2002. “A Meta-Analysis of Team-Efficacy, Potency, and Performance: Interdependence and Level of Analysis as Moderators of Observed Relationships.” Journal of Applied Psychology 87 (5): 819–32. doi:10.1037/0021-9010.87.5.819.
   PubMed Web of Science ®Google Scholar
• Hall, D., and S. Buzwell. 2013. “The Problem of Free-Riding in Group Projects: Looking beyond Social Loafing as Reason for Non-Contribution.” Active Learning in Higher Education 14 (1): 37–49. doi:10.1177/1469787412467123.
   Web of Science ®Google Scholar
• Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi:10.3102/003465430298487.
   Web of Science ®Google Scholar
• Herrington, J., and R. Oliver. 2000. “An Instructional Design Framework for Authentic Learning Environments.” Educational Technology Research and Development 48 (3): 23–48. doi:10.1007/BF02319856.
   Web of Science ®Google Scholar
• Hon, A. H. Y. 2012. “Shaping Environments Conductive to Creativity: The Role of Intrinsic Motivation.” Cornell Hospitality Quarterly 53 (1): 53–64. doi:10.1177/1938965511424725.
   Web of Science ®Google Scholar
• Hounsell, D., V. McCune, J. Hounsell, and J. Litjens. 2008. “The Quality of Guidance and Feedback to Students.” Higher Education Research & Development 27 (1): 55–67. doi:10.1080/07294360701658765.
   Web of Science ®Google Scholar
• Hunter, S. T., K. E. Bedell, and M. D. Mumford. 2007. “Climate for Creativity: A Quantitative Review.” Creativity Research Journal 19 (1): 69–90. doi:10.1080/10400410709336883.
   Web of Science ®Google Scholar
• Janssen, J., G. Erkens, G. Kanselaar, and J. Jaspers. 2007. “Visualization of Participation: Does It Contribute to Successful Computer-Supported Collaborative Learning?” Computers & Education 49 (4): 1037–65. doi:10.1016/j.compedu.2006.01.004.
   Web of Science ®Google Scholar
• Jassawalla, A. R., A. Malshe, and H. Sashittal. 2008. “Student Perceptions of Social Loafing in Undergraduate Business Classroom Teams.” Decision Sciences Journal of Innovative Education 6 (2): 403–26. doi:10.1111/j.1540-4609.2008.00183.x.
   Google Scholar
• Johnson, C. E., J. L. Keating, and E. K. Molloy. 2020. “Psychological Safety in Feedback: What Does It Look Like and How Can Educators Work with Learners to Foster It?” Medical Education 54 (6): 559–70. doi:10.1111/medu.14154.
   PubMed Web of Science ®Google Scholar
• Jung, Y., and K. Y. Lim. 2020. “College Students’ Collaborative Problem-Solving Experience: A Narrative Inquiry.” Journal of Educational Technology 36 (1): 69–104. doi:10.17232/KSET.36.1.069.
   Google Scholar
• Kaendler, C., M. Wiedmann, N. Rummel, and H. Spada. 2015. “Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: A Framework and Research Review.” Educational Psychology Review 27 (3): 505–36. doi:10.1007/s10648-014-9288-9.
   Web of Science ®Google Scholar
• Kang, M., B. Heo, and H. Im. 2012. “Identifying A Mediating Effect of Task Value between Task Authenticity and Learning Outcomes in Web-Based Project Learning.” Journal of Educational Studies 43 (4): 33–55.
   Google Scholar
• Kim, N., and S. Jang. 2018. “Development and Validation of a Scale for Measuring Teachers’ Feedback in Learner-Centered Instruction.” The Journal of Educational Methodology Studies 30 (4): 511–35. doi:10.17927/tkjems.2018.30.4.511.
   Google Scholar
• Kwon, E. M. 2010. “The Correlation among Team Efficacy, Interpersonal Understanding, Proactivity in Problem Solving and Team Performance.” Master’s thesis, Ewha Woman’s University, Republic of Korea.
   Google Scholar
• Lafasto, F., and C. Larson. 2001. When Teams Work Best: 6,000 Team Members and Leaders Tell What It Takes to Succeed. Newcastle upon Tyne: Sage.
   Google Scholar
• Lee, J. S., S. Blackwell, J. Drake, and K. A. Moran. 2014. “Taking a Leap of Faith: Redefining Teaching and Learning in Higher Education through Project-Based Learning.” Interdisciplinary Journal of Problem-Based Learning 8 (2): 1–17. doi:10.7771/1541-5015.1426.
   Google Scholar
• Lee, J., D. Ryoo, E. Ko, and Y. Park. 2016. “Exploring the Factors Affecting Knowledge Sharing Behavior in an Online Learning Community.” The Journal of Yeolin Education 24 (2): 1–23. doi:10.18230/tjye.2016.24.2.1.
   Google Scholar
• Lewis, D. G. R., E. M. Gerber, S. E. Carlson, and M. W. Easterday. 2019. “Opportunities for Educational Innovations in Authentic Project-Based Learning: Understanding Instructor Perceived Challenges to Design for Adoption.” Educational Technology Research and Development 67: 953–82. doi:10.1007/s11423-019-09673-4.
   Web of Science ®Google Scholar
• Liden, R. C., S. J. Wayne, R. A. Jaworski, and N. Bennett. 2004. “Social Loafing: A Field Investigation.” Journal of Management 30 (2): 285–304. doi:10.1016/j.jm.2003.02.002.
   Web of Science ®Google Scholar
• Lim, K. Y., S. W. Kim, and Y. J. Kim. 2015. “The Relationships between Metacognitive Self-Regulation, Emotion Regulation and Achievement in a Collaborative Learning Environment: The Moderating Effects of Co-Regulation and Self-Efficacy for Group Work.” Journal of Learner-Centered Curriculum and Instruction 15 (10): 685–707.
   Google Scholar
• Lin, C., and C. Huang. 2019. “Understanding the Antecedents of Knowledge Sharing Behaviour and Its Relationship to Team Effectiveness and Individual Learning.” Australasian Journal of Educational Technology 36 (2): 89–104. doi:10.14742/ajet.4549.
   Web of Science ®Google Scholar
• Lombardi, M. M. 2007. Authentic Learning for the 21st Century: An Overview. Boulder, CO: Educause Learning Initiative.
   Google Scholar
• Malmberg, J., S. Järvelä, and H. Järvenoja. 2017. “Capturing Temporal and Sequential Patterns of Self, Co- and Socially Shared Regulation in the Context of Collaborative Learning.” Contemporary Educational Psychology 49 (1): 160–74. doi:10.1016/j.cedpsych.2017.01.009.
   Google Scholar
• McCaslin, M., and D. T. Hickey. 2001. “Self-Regulated Learning and Academic Achievement: A Vygotskian View.” In Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, edited by B. J. Zimmerman, and D. H. Schunk, 227–52. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Michinov, N., and C. Primois. 2005. “Improving Productivity and Creativity in Online Groups through Social Comparison Process: New Evidence for Asynchronous Electronic Brainstorming.” Computers in Human Behavior 21 (1): 11–28. doi:10.1016/j.chb.2004.02.004.
   Web of Science ®Google Scholar
• Mills, J. E., and D. F. Treagust. 2003. “Engineering Education – Is Problem-Based or Project-Based Learning the Answer.” Australasian Journal of Engineering Education 3 (2): 2–16.
   Google Scholar
• Mu, S. H., and D. R. Gnyawali. 2003. “Developing Synergistic Knowledge in Student Groups.” The Journal of Higher Education 74: 689–711. doi:10.1353/jhe.2003.0040.
   Web of Science ®Google Scholar
• Mulvey, P. W., and H. J. Klein. 1998. “The Impact of Perceived Loafing and Collective Efficacy on Group Goal Processes and Group Performance.” Organizational Behavior and Human Decision Processes 74 (1): 62–87. doi:10.1006/obhd.1998.2753.
   PubMed Web of Science ®Google Scholar
• Nicol, D. J., and D. Macfarlane-Dick. 2006. “Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education 31 (2): 199–218. doi:10.1080/03075070600572090.
   Web of Science ®Google Scholar
• North, A. C., P. A. Linley, and D. J. Hargreaves. 2000. “Social Loafing in a Cooperative Classroom Task.” Educational Psychology 20 (4): 389–92. doi:10.1080/01443410020016635.
   Google Scholar
• Opdecam, E., and P. Everaert. 2018. “Seven Disagreements about Cooperative Learning.” Accounting Education 27 (3): 223–33. doi:10.1080/09639284.2018.1477056.
   Web of Science ®Google Scholar
• Opdecam, E., P. Everaert, H. Van Keer, and F. Buysschaert. 2013. “Preferences for Team Learning and Lecture-Based Learning among First-Year Undergraduate Accounting Students.” Research in Higher Education 55: 400–32. doi:10.1007/s11162-013-9315-6.
   Web of Science ®Google Scholar
• Peñarroja, V., V. Orengo, and A. Zornoza. 2017. “Reducing Perceived Social Loafing in Virtual Teams: The Effect of Team Feedback with Guided Reflexivity.” Journal of Applied Social Psychology 47 (8): 424–35. doi:10.1111/jasp.12449.
   Web of Science ®Google Scholar
• Rahardjanto, A., Husamaj, and A. Fauzi. 2019. “Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher.” International Journal of Instruction 12 (2): 179–92. doi:10.29333/iji.2019.12212a.
   Web of Science ®Google Scholar
• Saab, N., W. R. Van Joolingen, and B. Van Hout-Wolters. 2012. “Support of the Collaborative Inquiry Learning Process: Influence of Support on Task and Team Regulation.” Metacognition and Learning 7 (1): 7–23. doi:10.1007/s11409-011-9068-6.
   Web of Science ®Google Scholar
• Scott, S. G., and R. A. Bruce. 1994. “Determinants of Innovative Behavior: A Path Model of Individual Innovation in the Workplace.” Academy of Management Journal 37 (3): 580–607. doi:10.2307/256701.
   Web of Science ®Google Scholar
• Shute, V. J. 2008. “Focus on Formative Feedback.” Review of Educational Research 78 (1): 153–89. doi:10.3102/0034654307313795.
   Web of Science ®Google Scholar
• Stajkovic, A. D., D. Lee, and A. J. Nyberg. 2009. “Collective Efficacy, Group Potency, and Group Performance: Meta-Analyses of Their Relationships, and Test of a Mediation Model.” Journal of Applied Psychology 94 (3): 814–28. doi:10.1037/a0015659.
   PubMed Web of Science ®Google Scholar
• Sung, S. Y., J. Du, and J. N. Choi. 2018. “Cognitive Pathways of Team Climate for Creativity: Implications for Member Creativity and Job Performance.” Human Performance 31 (4): 197–215. doi:10.1080/08959285.2018.1509342.
   Web of Science ®Google Scholar
• Tsybulsky, B., M. Catenio-Kalush, M. A. Ganem, and E. Grobgeld. 2020. “Experiences of Preservice Teachers Exposed to Project-Based Learning.” European Journal of Teacher Education 43 (3): 368–83. doi:10.1080/02619768.2019.1711052
   Web of Science ®Google Scholar
• van de Pol, J., M. Volman, F. Oort, and J. Beishuizen. 2015. “The Effects of Scaffolding in the Classroom: Support Contingency and Student Independent Working Time in Relation to Student Achievement, Task Effort and Appreciation of Support.” Instructional Science 43 (5): 615–41. doi:10.1007/s11251-015-9351-z.
   Web of Science ®Google Scholar
• Van Leeuwen, A., and J. Janssen. 2019. “A Systematic Review of Teacher Guidance during Collaborative Learning in Primary and Secondary Education.” Educational Research Review 27: 71–89. doi:10.1016/j.edurev.2019.02.001.
   Web of Science ®Google Scholar
• Wengrowicz, N., Y. J. Dori, and D. Dori. 2017. “Meta-Assessment in a Project-Based Systems Engineering Course.” Assessment & Evaluation in Higher Education 42 (4): 607–24. doi:10.1080/02602938.2016.1173648.
   Web of Science ®Google Scholar
• Whatley, J. 2012. “Evaluation of a Team Project Based Learning Module for Developing Employability Skills.” Issues in Informing Science and Information Technology 9: 75–92. doi:10.28945/1605.
   Google Scholar
• You, J. W. 2020. “Investigating Important Predictors for Learning Outcomes of Team Project-Based Learning at Universities.” Korean Association for Learner-Centered Curriculum and Instruction 20 (21): 281–305. doi:10.22251/jlcci.2020.20.21.281.
   Google Scholar