Supporting Collaborative Problem Solving in Engineering Design Teams

The effect of question prompt and role clarification tools on student team performance within university civil engineering design teams was examined in this quasi-experimental study. Civil Engineering students (N = 122) in sixteen teams were matched and randomly assigned to teams which were then randomly assigned to one of four conditions, question prompts (QP), role clarification (R), both (QP+R), and neither (N). Data collection included pre-post project questionnaires, interviews, and individual and team project grades. The measures included team grades, team interaction levels, and satisfaction with the team process. Findings revealed that teams using both question prompt and role scaffolds performed better and had higher levels of satisfaction. Teams in this condition appeared to coordinate more quickly and developed their own questions more often than other teams. We discuss how the findings may inform the design of blended learning environments

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