Comparison of student team dynamics between nonflipped and flipped versions of a large‐enrollment sophomore design engineering course

Background This study examined the differences between team dynamics in nonflipped and flipped versions of a multisection team‐ and project‐based sophomore engineering design course. Purpose/Hypothesis We hypothesized that team dynamics in nonflipped and flipped course settings may reveal differences in student perceptions of team conflict, peer assessment, and team member satisfaction as well as possible relationships among these three...