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This research paper investigates the effectiveness of cooperative learning and co-regulation strategies in promoting teamwork and enhancing students' performance in higher education. The study was conducted in an in-person intermediate-level information system design course with 152 students divided into 31 teams. The students utilized the Scrum framework to manage a semester-long project with three milestones. Retrospective data were collected at the end of each milestone, and the first milestone data were analyzed in this study. Through a thematic analysis of retrospective data collected after the first milestone, the study examines students' planning, monitoring, and reflection strategies. The findings reveal that students demonstrated adaptive planning, equitable contribution, and task allocation based on individual strengths and preferences. In terms of monitoring, students adopted a proactive approach, displayed relational competence, and utilized both synchronous and asynchronous communication channels. Regarding reflection, students valued effective planning and execution but struggled with time management. They developed concrete improvement strategies for the next milestone, emphasizing realistic deadlines, improved communication, and a better understanding of team members' strengths. This research contributes to the understanding of cooperative learning and co-regulation in promoting effective teamwork in higher education. The findings have implications for pedagogical practices and suggest the importance of integrating cooperative learning and co-regulation strategies in team-based learning environments. Future research can further explore the application of these strategies in different educational contexts and investigate their long-term effects on students' performance and engagement. 

This study implemented transformative pedagogy as a reflective approach to promote intercultural self-awareness and its potential consequences in the context of teamwork. The context was a second-year systems analysis and design course with 118 students in the fall 2021 semester and 155 students in the spring 2022 semester. The research question was: What are students' beliefs regarding their own cultural values and the potential implications of those values on their teamwork interactions? Findings from the study indicate that students realized that team dynamics and values are crucial to team experience. We found that students believed that commitment to the team and communication of values contributed to the experience of teamwork and teamwork success. Students also believed that coming together and making decisions together in a collectivistic manner would help the progress of the team. 

Companies and their executives are concluding that to accomplish their complex tasks and all-encompassing missions and goals, they must step outside the traditional realms of teamwork and partnership and engage in cross-cultural and multinational alliances. One of the principal areas affecting teamwork today, especially in diverse workplaces, is the variety of cultural value orientations that the members relate to. To better prepare students for joining global enterprises, it is necessary to understand their cultural orientations and how those may influence their teamwork interactions. This study used a mixed methods design to characterize computer and information technology undergraduate students’ cultural orientations and their cultural awareness in the context of teamwork experiences. The data for the study was collected in the form of a reflection assignment that was implemented during the first week of classes as a way to promote students’ cultural awareness and how that may play out in their teamwork interactions. The reflection assignment had two parts: (i) a survey and (ii) reflection questions. The study used descriptive statistics and t-tests to analyze the survey (quantitative data), and thematic analysis was conducted to analyze the reflection questions (qualitative data). Our analysis of the quantitative data revealed that students identified the following core values they are Individualism, Equality, Monochronic, Meritocracy, Informality, Personal Efficacy, and Directness, and these values resonated with most of the students in class. Corresponding qualitative themes that emerged regarding students’ beliefs of how those values may play out in their teamwork experience were (a) Treating everyone equally and understanding others, (b) Increasing temporal Awareness, (c) Enacting effective communication, (d) Monitoring the progress of team members and (e) Establishing rules and boundaries.