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The architecture of teamwork: Examining relationships between teaching, assessment, student learning and satisfaction with creative design outcomes

journal contribution
posted on 04.07.2018, 00:00 by R Tucker, Neda AbbasiNeda Abbasi
Student satisfaction with teamwork experiences is important for two interrelated reasons. First, students learn about teamwork more effectively when they view their teamwork learning experience more positively. Second, their satisfaction with prior teamwork learning has an impact on future teamwork learning – because team effectiveness is influenced by attitudes and motivations to teamwork shaped by past experience. This paper draws on data collected from almost 196 students at 4 Australian universities. It considers the relationships between architecture students’ satisfaction with two dimensions of teamwork – its processes and its outcomes – and five pedagogic factors that teachers can control: team size, assessment, team formation, the teaching of teamwork skills and knowledge, and feedback on teamwork skills and processes. The results indicated that a student’s perception of whether assessment was fair was the greatest predictor of satisfaction. Through an understanding of the factors that contribute to positive learning experiences for students in teams, suggestions are given on how design educators might better support student learning in teamwork assignments and student learning of how to design in teams.

Funding

Category 2 - Other Public Sector Grants Category

History

Volume

11

Issue

6

Start Page

405

End Page

422

Number of Pages

18

ISSN

1745-2007

Publisher

Taylor & Francis

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Deakin University

Era Eligible

Yes

Journal

Architectural Engineering and Design Management