Collaboration, Frustration, and Exhilaration: A Qualitative Exploration of Team Presentation Experiences

Abstract

Group presentations are commonly used in higher education for developing transferable skills among students. However, the complexities of teamwork also lead to varied challenges. This study aimed to explore students’ experiences of undertaking group presentations using a descriptive qualitative approach. Fifteen reflective accounts of graduate students about a team presentation task were analysed using framework analysis. The findings revealed four major themes–preparation, emotional experiences, perceived learning outcomes, and recommendations. Preparation involved dividing work, planning meetings, and gathering content. Emotions like nervousness, excitement, and frustration were experienced at different phases. Key learning outcomes were presentation skills, research abilities, and appreciating diversity, but time management needed improvement. Better planning, role clarity, and anxiety management were suggested for future presentations. The findings largely resonate with existing literature while also providing contextual insights into the real-world experiences of learners. Results can inform instructional design and learning support for enhancing team-based presentation competencies.