WORKING ON INDIVIDUAL AND TEAM PROJECTS IN THE CONTEXT OF THE PANDEMIC

Assessment of Individual Student Performance in Online Team Projects

Online Learning ◽

10.24059/olj.v15i3.193 ◽

2011 ◽

Vol 15 (3) ◽

Cited By ~ 3

Author(s):

Jay Alden

Keyword(s):

Student Performance ◽

Group Process ◽

Online Courses ◽

Peer Assessment ◽

Individual Student ◽

Assessment Practice ◽

Group Project ◽

Team Members ◽

Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

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The innovation level of engineering students’ team projects in hybrid and MOOC environments

European Journal of Engineering Education ◽

10.1080/03043797.2021.1920889 ◽

2021 ◽

pp. 1-15

Author(s):

Miri Barak ◽

Maya Usher

Keyword(s):

Engineering Students ◽

Team Projects

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Team projects in distance education

ACM SIGCSE Bulletin ◽

10.1145/353519.343092 ◽

2000 ◽

Vol 32 (3) ◽

pp. 97-100

Author(s):

Herman Koppleman ◽

Charles P. A. G van der Mast ◽

Elisabeth M. A. G van Dijk ◽

Gerrit C. van der Veer

Keyword(s):

Distance Education ◽

Team Projects

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FOSS Artifacts for Evaluating Students on Team Projects

Proceedings of the 16th Annual Conference on Information Technology Education - SIGITE '15 ◽

10.1145/2808006.2808009 ◽

2015 ◽

Author(s):

Gregory W. Hislop ◽

Stoney Jackson ◽

Heidi J.C. Ellis

Keyword(s):

Team Projects

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A Web based configuration control system for team projects

Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education - SIGCSE '97 ◽

10.1145/268084.268153 ◽

1997 ◽

Cited By ~ 2

Author(s):

Ronald Curtis

Keyword(s):

Control System ◽

Web Based ◽

Team Projects ◽

Configuration Control

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Effect of Technostress on academic productivity- E-engagement through persuasive communication

Journal of Global Information Management ◽

10.4018/jgim.290365 ◽

2022 ◽

Vol 30 (5) ◽

pp. 0-0

Keyword(s):

Mobile Phones ◽

Paradigm Shift ◽

Persuasive Communication ◽

Academic Productivity ◽

Digital Device ◽

Digital Devices ◽

Team Projects ◽

Device Use ◽

Management Students

The focus of most of the existing studies on technostress is with regard to working professionals. In spite of the explosion of digital device use in education, not many studies have identified its effects on students. This study examines the presence of technostress among management students aged 22-29 years. Using a sample of 300+ students of a management college of India, this study validates the technostress instrument. With the pandemic, education has seen a paradigm shift. Sessions including classes, interactions, discussions, team projects, assignments, examinations, have gone online and this has ushered the compulsion of spending more time with technology and digital devices (laptops, mobile phones, desktop etc). It examines the effect of technostress on academic productivity of students. The study further explores the students’ expectations from the college to control their technostress, thereby indicating the need of enhancing e-engagement through persuasive communication.

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The Effects of Expertise and Social Status on Team Member Influence and the Moderating Roles of Intragroup Conflicts

Group & Organization Management ◽

10.1177/1059601117728145 ◽

2017 ◽

Vol 44 (4) ◽

pp. 745-776 ◽

Cited By ~ 1

Author(s):

Woonki Hong ◽

Lu Zhang ◽

Kwangwook Gang ◽

Boreum Choi

Keyword(s):

Social Status ◽

Early Stage ◽

Project Teams ◽

Team Processes ◽

Team Members ◽

Expectation States ◽

Team Projects ◽

Expectation States Theory ◽

Team Project ◽

Do So

Drawing on expectation states theory and expertise utilization literature, we examine the effects of team members’ actual expertise and social status on the degree of influence they exert over team processes via perceived expertise. We also explore the conditions under which teams rely on perceived expertise versus social status in determining influence relationships in teams. To do so, we present a contingency model in which the salience of expertise and social status depends on the types of intragroup conflicts. Using multiwave survey data from 50 student project teams with 320 members at a large national research institute located in South Korea, we found that both actual expertise and social status had direct and indirect effects on member influence through perceived expertise. Furthermore, perceived expertise at the early stage of team projects is driven by social status, whereas perceived expertise at the later stage of a team project is mainly driven by actual expertise. Finally, we found that members who are being perceived as experts are more influential when task conflict is high or when relationship conflict is low. We discuss the implications of these findings for research and practice.

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