Quantitative longitudinal studies mostly show minor change in team learning behaviours, with dynamics in boundary crossing and team activity¶
Claim · All claims
Evidence · 1 study (2 entries) · reviewr2–r3·q2
Currency · newest study 2025 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Most quantitative studies indicate minor change in sharing, team reflection, team activity, co-construction and constructive conflict, with mean differences between .01 and .15. → Andreas Widmann 2025
q2 i? Two quantitative studies indicate dynamics: boundary crossing decreased then increased over three-month intervals, and team activity increased then decreased with a growth-model effect of time. → 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 · r3
Synthesis of eight quantitative longitudinal studies using surveys, classified by correlations, regression coefficients and means. The review reports the results "indicate no stability but rather minor change", with mean differences between .01 and .15 across measurement points.
"Finally, the results indicate no stability but rather minor change, as the means vary over time. The differences in the means between the measurement points vary between .01 and .15."
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
Quantitative study (Widmann et al., 2019) of boundary crossing over three measurement points at three-month intervals, analysed with cross-lagged panel models. The review reports the frequency "marginally decreased" then increased; a second study found dynamics in team activity with an effect of time (B = .37, p < 0.05).
"Between the first and second measurement point the frequency of engagement in boundary crossing marginally decreased (Mean1 = 3.81, SD = .75; Mean2 = 3.71, SD = .87) and increased between the second and third measurement point (Mean3 = 4.60, SD = .90)."
Discussion¶
Related Claims¶
- Quantitative and qualitative study designs differ in which change types and characteristics they can identify — related
- Qualitative studies identify dynamics, patterns, and development in team learning behaviours, linked to situated knowledge and transactivity — reports the opposite
- Team reflection, sharing, and boundary crossing relate positively to innovative work behaviour over time — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
quantitative-studies-mostly-minor-change-team-learning |
title |
Quantitative longitudinal studies mostly show minor change in team learning behaviours, with dynamics in boundary crossing and team activity |
description |
Quantitative longitudinal studies mostly show minor change in team learning behaviours, with dynamics in boundary crossing and team activity |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — andreas-widmann-2025, andreas-widmann-2025-2 |
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