Comparison of student team dynamics between nonflipped and flipped versions of a large‐enrollment sophomore design engineering course

Abstract

AbstractBackgroundThis study examined the differences between team dynamics in nonflipped and flipped versions of a multisection team‐ and project‐based sophomore engineering design course.Purpose/HypothesisWe hypothesized that team dynamics in nonflipped and flipped course settings may reveal differences in student perceptions of team conflict, peer assessment, and team member satisfaction as well as possible relationships among these three variables.Design/MethodStudents in both nonflipped and flipped settings completed a web‐based Comprehensive Assessment of Team Member Effectiveness (CATME) SMARTER Teamwork survey. A series of ANCOVAs and path analyses were conducted to gain insights into team dynamics in both course environments.ResultsAlthough no significant differences in team conflict were found, significantly higher levels of team member satisfaction and peer assessment rates were detected in the flipped course. The path analysis revealed relationships among team conflict, team member satisfaction, and peer assessment in both course versions. Differences in relationships among the unidimensional levels of team conflict and the other two variables were found between the nonflipped and flipped versions.ConclusionsThe primary pedagogical implication of this research points to the affordance of the flipped course setting in providing sufficient time for student members to become cohesive teams. As part of the student experience, engineering educators are encouraged to allow time for team formation and development in addition to content learning. Instructors should provide guidance that helps teams and individuals understand themselves and others as well as create workflows to support their learning and team management.