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The effects of teamwork on individual learning and perceptions of team performance: A comparison of face-to-face and online project settings

机译：团队合作对个人学习和团队绩效观念的影响：面对面和在线项目设置的比较

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Purpose-In light of contradictory research findings, the purpose of this paper is to examine the moderating effects of team setting (face-to-face or online) on the relationship that team member affect and interaction processes have on individual team source learning, and at the team level on the relationship between group cohesiveness and perceived team performance. Design/methodology/approach-Students enrolled in graduate level organizational behavior classes at a large university in the southeastern United States responded to the survey. The final sample included 79 students in 21 on-campus teams and 97 students in 26 online teams. All classes surveyed required a detailed team project. Tests of the moderator hypotheses were conducted using hierarchical linear multiple regression.rnFindings-Team setting moderated the relationship that member teamwork orientation and member social interaction had on individual team-source learning; the relationships were stronger in online teams.rnPractical implications-The results have implications for teams in a variety of settings since the team composition and nature of the work conducted by student teams are similar to that in Western organizational contexts. To avoid possible conflicts that impede learning and performance in online teams, administrators should ensure that team members are chosen carefully and give members a strong reason for being on the team.rnOriginality/value-This paper extends the model examined by Williams et al. to include member social interaction and consider the context in which teamwork occurs and its effects on personal learning and team performance.
机译：目的-鉴于矛盾的研究结果，本文的目的是检验团队设置（面对面或在线）对团队成员影响和互动过程对单个团队源学习的关系的调节作用，以及团队凝聚力和团队绩效之间的关系。设计/方法学/方法-在美国东南部的一所大型大学就读研究生级别的组织行为课程的学生对调查做出了回应。最终样本包括21个校园团队的79名学生和26个在线团队的97名学生。接受调查的所有班级都需要详细的团队项目。主持人假设的检验是使用分层线性多元回归进行的。rnFindings-Team设置可缓和成员团队合作取向和成员社交互动与个体团队来源学习之间的关系；实用意义-由于学生团队的团队组成和工作性质与西方组织环境中的相似，因此结果对各种环境中的团队都有影响。为了避免可能影响在线团队学习和表现的冲突，管理员应确保谨慎选择团队成员，并为成员成为团队成员提供充分的理由。原始性/价值-本文扩展了Williams等人研究的模型。包括成员的社交互动，并考虑团队合作发生的环境及其对个人学习和团队绩效的影响。

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