A comparison of group processes, performance, and satisfaction in a face-to-face versus computer-mediated engineering student design teams
Whitman, Lawrence E. Malzahn, Don E. Chaparro, Barbara S. Russell, Mark C. Langrall, Rebecca Mohler, Beth A.
Whitman, Lawrence E.
Malzahn, Don E.
Chaparro, Barbara S.
Russell, Mark C.
Langrall, Rebecca
Mohler, Beth A.
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Time Period
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Issue Date
2005-07
Type
Article
Genre
Keywords
Computer-mediated communication,Student teams,Lean manufacturing
Subjects (LCSH)
Citation
Whitman, L. E., Malzahn, D. E., Chaparro, B. S., Russell, M., Langrall, R. and Mohler, B. A. (2005), A Comparison of Group Processes, Performance, and Satisfaction in Face-to-Face Versus Computer-Mediated Engineering Student Design Teams. Journal of Engineering Education, 94: 327–337. doi: 10.1002/j.2168-9830.2005.tb00857.x
Abstract
Industry often requires engineers to work in teams.
Therefore, many university engineering courses require students
to work in groups to complete a design project. Due to
the increasingly global nature of engineering, opportunities
for students to navigate the issues of distance, time, culture,
language, and multiple perspectives associated with virtual
teams are becoming particularly desirable. To understand students’
experience with virtual teams in a graduate course on
principles of lean manufacturing, a group of researchers at a
midwestern university compared the project performance,
selected group processes, and satisfaction of students randomly
assigned to face-to-face and computer-mediated communication
design teams. Students in both the face-to-face and computer-
mediated communication design teams performed
equally well on the final project, and reported similar patterns in group processes with a few exceptions. Students in faceto-
face design teams were more satisfied with the group experience
than those in the computer-mediated communication design
teams; however, all reported an overall positive experience.
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Publisher
American Society for Engineering Education
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Series
Journal of Engineering Education;
v.94, No.3
v.94, No.3
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1069-4730