Qualitative studies identify dynamics, patterns, and development in team learning behaviours, linked to situated knowledge and transactivity¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Qualitative studies found chaotic increases and decreases (dynamics), repetitive patterns, and development in sharing, co-construction, constructive conflict, reflection and team activity. → Andreas Widmann 2025 q2 i? Pattern occurrence depends on conditions: locally situated knowledge and higher transactivity are associated with more engagement and longer recurring periods of learning behaviours. → Andreas Widmann 2025 (2)

Evidence¶

Andreas Widmann 2025¶

Andreas Widmann, Regina H. Mulder. (2025). Change in team learning behaviours in work teams – A systematic review. Educational Research Review 49. https://doi.org/10.1016/j.edurev.2025.100736

q2 · i? · review · r2

Synthesis of seven qualitative longitudinal studies using interviews, observations and documents. The review reports chaotic increases and decreases in one study, patterns in two studies, and development in sharing, co-construction and constructive conflict in two studies, with results inconsistent across teams and contexts.

"The results of Van Dun and Wilderom (2021) indicate chaotic increases and decreases of sharing, co-construction, reflection and team activity."

Andreas Widmann 2025 (2)¶

Andreas Widmann, Regina H. Mulder. (2025). Change in team learning behaviours in work teams – A systematic review. Educational Research Review 49. https://doi.org/10.1016/j.edurev.2025.100736

q2 · i? · review · r2

The review reports two qualitative studies linking change to conditions: engagement related to whether team knowledge is locally or remotely situated, and Zoethout et al. (2017) found the more transactivity, the longer the recurring periods of sharing, co-construction and constructive conflict.

"The results of Sole & Edmondon (2002) indicate that the increase and decrease of the team's engagement in team learning behaviours are related to the situated knowledge of the team members."

Discussion¶

Related Claims¶

• Quantitative longitudinal studies mostly show minor change in team learning behaviours, with dynamics in boundary crossing and team activity — reports the opposite
• Constructive conflict positively predicts the development of a shared mental model of the task in teams — related
• Co-construction alone does not contribute to shared mental model development and shows a negative unique effect — related