Background: We evaluated the effect of three teaching strategies to facilitate teamwork in a systems analysis and design course during the COVID-19 pandemic: (1) offering a HyFlex version of the course, (2) facilitating scheduled online teamwork sessions for all students, and (3) providing conflict resolution training to help teams overcome collaboration challenges.
Purpose/hypothesis: To identify the impact of these instructional strategies and answer four research questions, we measured (1) performance, dynamics, and cooperation strategies of teams and (2) students' perceptions of their own and team members' performance along with changes in their perceptions of their conflict management skills.
Design/method: We used a simultaneous triangulation mixed-methods design to obtain distinct but complementary qualitative and quantitative data. We compared data from two offerings of the course: Fall 2019 and Fall 2020 semesters. In the Fall 2019 semester, an in-person active learning strategy was used, while in the Fall 2020 semester, the course followed a HyFlex delivery mode due to the COVID-19 pandemic.
Results: Findings suggest that the use of cooperative learning pedagogy along with HyFlex accommodations for safety and social distancing requirements for the Fall 2020 semester provided students with a comparable learning experience to a traditional in-person mode.
Conclusions: Learning strategies, pedagogical supports, and teamwork training can enhance social interactions, and consequently, students' social presence in online learning. Conflict resolution training could be a valuable tool for improving teamwork skills and communication among team members.
Keywords: active learning; blended learning; cooperative learning; course design; distance learning; mixed methods research; team‐based learning.
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