Online teamwork, a student’s view during COVID-19 and considerations for beyond: an Australian case study

As developments in technology continue at a fast pace, changes to higher educational practices are inevitable, including how students engage in teamwork in an online environment. This study explored student perceptions regarding the factors affecting their ability to engage in online teamwork. A survey was conducted among undergraduate students enrolled in business courses that involved assessable teamwork at an Australian university during the onset of the pandemic in 2020. Although approximately one-third of students had initially expected their courses to be delivered online, two-thirds were compelled to switch their coursework (including the teamwork component) from face-to-face to fully online. The findings revealed significant associations between student perceptions of peer-to-peer interactions, difficulties with teamwork, and the impact of student’s personal circumstances. Students’ personal circumstances, such as employment and family commitments, along with their technological support and digital literacy, were found to hinder online teamwork. As remote work and online delivery of tertiary courses become more common post-pandemic, instructors should consider these factors when designing and managing online teamwork. Understanding and addressing these elements is crucial for educators to create effective online team experiences, leading to better student satisfaction, learning, and peer engagement.