Effects of role division, interaction, and shared mental model on team performance in project-based learning environment
ABSTRACT The purpose of this study was to investigate the cognitive mechanism of project-based learning teams of college students on
the basis of the Shared Mental Model (SMM) theory. The study participants were 237 female college students in Korea organized
into 51 project teams. To test the study hypotheses, a structural equation modeling was employed. The major study findings
are as follows: (1) As hypothesized, member interaction was a strong predictor both for team-related and for task-related
SMM. (2) The level of the team’s division of labor reduced the member interactions. (3) Team-related and task-related SMMs
were positively associated with team performance. The theoretical and practical implications based on these results are discussed.
KeywordsShared mental model–Role division–Team performance
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ABSTRACT: Purpose: This study was done to provide fundamental data to develop a simulation application working practice module and to develop a strategy that would improve team efficacy of students, as well as interpersonal understanding, and proactivity in problem solving after using the team based learning simulation. Methods: The participants were students in fourth year in C University and they participated in the simulation learning for 8 weeks from October to December 2010. The variables of team efficacy, interpersonal understanding, and proactivity in problem solving were measured and data were analyzed using SPSS WIN 17.0 program. Results: After applying the team based simulation learning, students' team efficacy, interpersonal understanding, and proactivity in problem solving improved significantly. Conclusion: The results indicate that the simulation module in this study gave the students experience in providing available and safe nursing care under conditions similar to reality and also underlined the importance of team competency for student nurses in caring for patients.Journal of Korean Academy of Fundamentals of Nursing. 01/2011; 18(3).