Employers now consider teamwork one of the essential skills for students to acquire during their academic life. However, COVID-19 has accelerated the transition towards online learning, affecting how we work in teams. This study looked at how scaffolding socially shared regulation of learning can influence teamwork in an online, project-based course. Intra-group peer assessment was used to analyze three variables during a first-year engineering course. By following the proposed scaffolding, students found an optimum balance in their contribution to team meetings. They also managed to establish a positive working environment earlier in the semester. This study contributes to the field by showing that scaffolding socially shared regulation in an online, project-based course allows for an interplay between collaboration during class and cooperation outside of it. This interplay ultimately leads teams to achieve better results on their final project.

雇主现在认为团队合作是学生在学术生活中获得的基本技能之一。但是，COVID-19 加速了向在线学习的过渡，影响了我们在团队中的工作方式。这项研究着眼于在基于项目的在线课程中搭建社会共享学习规则如何影响团队合作。在第一年的工程课程中，使用组内同行评估来分析三个变量。通过遵循建议的脚手架，学生在他们对团队会议的贡献中找到了最佳平衡。他们还设法在学期初建立了积极的工作环境。这项研究表明，在网络中搭建社会共享监管的脚手架，为该领域做出了贡献，基于项目的课程允许课堂上的合作和课外的合作之间的相互作用。这种相互作用最终导致团队在他们的最终项目中取得更好的成果。