Undergraduate student perceptions of teamwork and use of teams in the classroom

Abstract

The Human Factors and Ergonomics Society has recognized that, in order to properly prepare students for teamwork in the workplace, team-building experiences are an indispensable part of education (Stone, Moroney, & Wortham, 2006). Panels held at previous HFES meetings have identified approaches to instructing student teams, developing effective teams, and utilizing peer ratings. One hundred fifty-five students were surveyed concerning methods used to plan and communicate with other team members, best and worst team task experiences, and what was liked best and least about working in teams. Responses indicated that, while many students enjoy the collaborative and social aspects of working in teams, many are displeased with the distribution of workload between team members, procrastination by team members, and the difficulty of scheduling meetings. Implications for instructors and recommendations for tools designed to enhance student team experiences are described.