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Abstract BackgroundThis study posits that scaffolded team-based computational modeling and simulation projects can support model-based learning that can result in evidence of representational competence and regulatory skills. The study involved 116 students from a second-year thermodynamics undergraduate course organized into 24 teams, who worked on three two-week-long team-based computational modeling and simulation projects and reflected upon their experience. ResultsResults characterized different levels of engagement with computational model-based learning in the form of problem formulation and model planning, implementation and use of the computational model, evaluation, and interpretation of the outputs of the model, as well as reflection on the process. Results report on students’ levels of representational competence as related to the computational model, meaning-making of the underlying code of the computational model, graphical representations generated by the model, and explanations and interpretations of the output representations. Results also described regulatory skills as challenges and strategies related to programming skills, challenges and strategies related to meaning-making skills for understanding and connecting the science to the code and the results, and challenges and strategies related to process management mainly focused on project management skills. ConclusionCharacterizing dimensions of computational model-based reasoning provides insights that showcase students’ learning, benefits, and challenges when engaging in team-based computational modeling and simulation projects. This study also contributes to evidence-based scaffolding strategies that can support undergraduate students' engagement in the context of computational modeling and simulation. 

Abstract BackgroundEffectively facilitating teamwork experiences, particularly in the context of large-size courses, is difficult to implement. This study seeks to address the challenges of implementing effective teamwork experiences in large courses. This study integrated teamwork pedagogy to facilitate a semester-long project in the context of a large-size class comprising 118 students organized into 26 teams. The data for this study were collected from two online teamwork sessions when teams collaborated and self-recorded during the in-class time. The video recordings were qualitatively analyzed to identify patterns in team dynamics processes through visualizations. The study aims to provide insights into the different ways team members engaged in team dynamics processes during different phases of the semester. ResultsFindings suggest that members of teams were mostly active and passive during meetings and less constructive and interactive in their engagement. Team members mainly engaged in communication, team orientation, and feedback behaviors. Over time, team members' interactions with one another remained about the same, with feedback behaviors tending to diminish and coordination behaviors staying about the same or slightly increasing over time. ConclusionThe implications of this study extend to both practice and theory. Practically, combining cooperative learning and scrum practices enabled a blend of collaborative and cooperative work, which suggests providing teams with tools and structures to coordinate teamwork processes and promote interaction among team members. From a theoretical perspective, this study contributes to the understanding of temporal aspects of teamwork dynamics by examining how team interactions evolve during working sessions at different points in time. Overall, this research provides valuable insights for educators, practitioners, and researchers aiming to enhance teamwork experiences in large courses, particularly in software development disciplines. 

Primary barriers to the adoption of team-based learning in higher education pertain to classroom management difficulties regarding the large class size, no access to physical infrastructure, and the lack of implementation of student-centered pedagogical approaches. To overcome these challenges, this study proposes the use of collaborative technological environments in conjunction with teamwork pedagogy. The study investigates this approach by comparing two implementations of a large-size undergraduate course: (a) thein-personmode when an active learning classroom was assigned to the course, and (b) theblendedmode when a portion of traditional face-to-face instruction was replaced with web-based online learning to facilitate teamwork interactions. The study used the Team Learning Model to characterize students’ beliefs about their collaborative and social processes as they worked in teams as part of a semester-long project. The results indicated that students exhibited positive attitudes toward teamwork regardless of the delivery mode, with only affective connectedness showing significant differences between the two semesters for the initial survey rounds. However, this difference was no longer present in the later survey rounds, suggesting that the blended learning environment was successful in addressing social interaction and had a similar effect on students’ team-based learning when teaching in-person. Implications relate to the demonstration of the design of a collaborative technological learning environment and the integration of team-based pedagogies to facilitate socialization processes in large class size settings. 

This study implements a conflict management training approach guided by principles of transformative learning and conflict management practice simulated via an LLM. Transformative learning is more effective when learners are engaged mentally and behaviorally in learning experiences. Correspondingly, the conflict management training approach involved a three-step procedure consisting of a learning phase, a practice phase enabled by an LLM, and a reflection phase. Fifty-six students enrolled in a systems development course were exposed to the transformative learning approach to conflict management so they would be better prepared to address any potential conflicts within their teams as they approached a semester-long software development project. The study investigated the following: (1) How did the training and practice affect students’ level of confidence in addressing conflict? (2) Which conflict management styles did students use in the simulated practice? (3) Which strategies did students employ when engaging with the simulated conflict? The findings indicate that: (1) 65% of the students significantly increased in confidence in managing conflict by demonstrating collaborative, compromising, and accommodative approaches; (2) 26% of the students slightly increased in confidence by implementing collaborative and accommodative approaches; and (3) 9% of the students did not increase in confidence, as they were already confident in applying collaborative approaches. The three most frequently used strategies for managing conflict were identifying the root cause of the problem, actively listening, and being specific and objective in explaining their concerns. 

We investigate how gender-anonymous voice avatars influence women’s performance in online computing group work. Female participants worked with two male confederates. Voices were filtered according to four voice gender anonymity conditions: (1) All unmasked, (2) Male confederates masked, (3) Female participant masked, and (4) All masked. When only male confederates used masked voices (compared to all unmasked), female participants spoke for a longer period of time and scored higher on computing problems. When everyone used masked voices (compared to all unmasked), female participants spoke for a longer period of time, spoke more words, and scored higher on computing problems. Effects were not significant on subjective measures and one behavioral measure. We discuss the implications for virtual interactions between people.