Student Self-Efficacy and Preferences in Virtual Versus In-Person Teamwork: Insights for Post-Pandemic Work Readiness

Abstract

In this study, we explore virtual and face-to-face teamwork in undergraduate education with the aim of better understanding students’ perceptions, experiences, and competence related to teamwork across modalities during and after the onset of the COVID-19 pandemic. This research identifies differences between in-person and virtual teamwork experiences, as well as individual difference variables and instructional strategies that may positively impact both student perceptions and self-efficacy in teamwork across modalities. Data were gathered via three rounds of surveys across the two semesters between February-December 2021. We found that in general, students reported that they do not enjoy virtual teams but do like collaborating in-person, with the top concern being workload inequity across teammates. Students also reported higher levels of self-efficacy in their in-person teamwork competencies than with their virtual teamwork abilities. Students did report fewer issues related to interpersonal conflict when they used specific teamwork strategies. The results also show a significant difference between how students viewed the value of learning in-person and virtual teamwork skills, perceiving in-person teamwork skills to be more important to their academic and professional success. We developed a virtual teamwork toolbox for instructors to address common concerns about working together virtually. The toolbox includes strategies and resources related to designing virtual team assignments, strategies and resources for effective virtual meetings, and how to create and use a team charter. We offer this toolbox as a resource for other instructors to help support their students as they work through virtual teamwork assignments.