Teamwork competency and satisfaction in online group project-based engineering course: The cross-level moderating effect of collective efficacy and flipped instruction.

This study examined the relationship between students' teamwork competency and satisfaction in a synchronous online flipped group project-based course, focusing on the possibility of group collective efficacy and flipped learning to moderate this relationship. We collected data from 19 teams (N = 75 college engineering students) at a science and technology university in Cebu, central Philippines, through a questionnaire survey over a 12-week synchronous online course. Multi-level hierarchical linear modeling test of hypotheses revealed a significant positive relationship between teamwork competency and satisfaction. Similarly, group collective efficacy recorded a significant relationship with satisfaction. At the team level, group collective efficacy and flipped learning moderated the relationship between teamwork competency and satisfaction. Learners in groups with high collective efficacy and online flipped learning showed a stronger relationship than those with low efficacy and conventional online instruction. The findings and discussions provide practical implications and possible interventions teachers could apply to enhance collective efficacy and boost learning satisfaction in synchronous collaborative online learning settings. • We explore teamwork competency-satisfaction relationship in online flipped learning. • Group collective efficacy moderated the teamwork competency-satisfaction relation. • Online flipped instruction enhanced efficacy of the groups hence more satisfaction. • We offer possible interventions that enhance efficacy beliefs in online setting. • Implications for teaching and research are discussed. [ABSTRACT FROM AUTHOR]