Qualified satisfaction: first-year architecture student perceptions of teamwork
Research output: Contribution to journal › Article › peer-review
Across two rounds of online questionnaires and focus group sessions with students, participants articulated the benefits of collaboration for learning, socialization, and professional development. However, resentment towards teamwork increased throughout the year, as frustration with disengaged cohort mates grew, and students sought greater structure and oversight from tutors. On the other hand, when given the chance to reflect on the multidimensional nature of teamwork in focus group discussions, many students adopted a productively nuanced perspective toward the topic. This implies that, whether students like or dislike certain aspects of collaborative projects, opportunities for critical conversation can promote or prompt an appreciation for the educational value of including teamwork projects in curricula. The results of this study should be relevant to educators seeking to improve the implementation and effectiveness of team-based learning, particularly those in higher and professional education contexts.
|Journal||International Journal of Art & Design Education|
|Early online date||9 Jan 2021|
|Publication status||Published - Feb 2021|
Rights statement: This is the peer reviewed version of the following article: James Thompson, Tarek Teba, Roberto Braglia, 'Qualified Satisfaction: First‐Year Architecture Student Perceptions of Teamwork'. The International Journal of Art & Design Education, which has been published in final form at https://doi.org/10.1111/jade.12342. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Accepted author manuscript (Post-print), 463 KB, PDF document
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