Analyzing Cross-disciplinary Design Teams

Seventy student teams in a university service learning program were studied to assess the nature of cross-disciplinary team collaboration, learning, and performance. The development of assessment tools was grounded in three theories/frameworks: activity theory, cross-disciplinary learning, and performance support systems. Using a comparative, multiple-case study design in this mixed methods study, questionnaires were administered to all teams, while observations and interviews were conducted with select teams. The relationships and contradictions within team activity systems, barriers and enhancers to performance, and the degree to which teams evolved toward cross-disciplinary learning during projects were examined. Results indicated that students on CDL teams worked with teammates from different disciplines; made decisions through consensus; and appreciated others techniques and approaches with more frequency than non-CDL teams. The use of activity theory, and cross-disciplinary learning and performance support frameworks to assess teams as a foundation for the design of Web-based collaborative learning environments were discussed