Abstract
This article reports adult students’ (N = 632) perceptions of long-functioning academic learning teams in accelerated online and on-campus business cohort groups in six constructs: attraction to team, performance expectation alignment, workload distribution, intra-team conflict, preference for teamwork, and impact on learning. Comparisons between students in online and on-campus programs revealed, regardless of degree or delivery model, a majority of adult students preferred individual work and did not believe teams positively affected their learning. These perspectives were more distinct among students in online programs.
Get full access to this article
View all access options for this article.
