ON SOLID GROUND: TESTING A THEORETICAL MODEL FOR STUDENT TEAM PROJECT DELIVERY AND USING IT TO ASSESS STUDENT TEAM CRISIS MANAGEMENT AND TRUST

Abstract

This study tests a grounded theory that provides a pedagogical framework for instructors interested in facilitating student team project delivery. Initially developed for use in online courses, this study investigates its’ validity in a campus-based course. Building upon previous studies, the model’s independent variables of communication, accountability and scheduling are confirmed as fully grounded. This study also examines campus-based student teams’ lived experiences with crisis management and their establishment of trust over time and explores whether these experiences are similar to those of their online peers. Recommendations for additional research are provided.