While videoconferencing is prevalent, concurrent participation channels are limited. People experience challenges keeping up with the discussion, and misunderstanding frequently occurs. Through a formative study, we probed into the design space of providing real-time transcripts as an extra communication space for video meeting attendees. We then present MeetScript, a system that provides parallel participation channels through real-time interactive transcripts. MeetScript visualizes the discussion through a chat-alike interface and allows meeting attendees to make real-time collaborative annotations. Over time, MeetScript gradually hides extraneous content to retain the most essential information on the transcript, with the goal of reducing the cognitive load required on users to process the information in real time. In an experiment with 80 users in 22 teams, we compared MeetScript with two baseline conditions where participants used Zoom alone (business-as-usual), or Zoom with an adds-on transcription service (Otter.ai). We found that MeetScript significantly enhanced people's non-verbal participation and recollection of their teams' decision-making processes compared to the baselines. Users liked that MeetScript allowed them to easily navigate the transcript and contextualize feedback and new ideas with existing ones.

This full paper sets out a methodological protocol for conducting a scoping review of literature relating to teamwork effectiveness and equity. The goal of the study is to understand how academic discourse over the five-year period prior to the study being carried out has conceptualized teamwork success in educational and professional contexts, and to what extent equitable team practices are embedded within such conceptualizations. In line with ongoing initiatives to promote transparency in research, this protocol paper is intended for dissemination prior to the conduct of the study itself. The research context, questions, and rationale are set out, and a detailed methodology described, outlining procedures for data retrieval, screening, extraction, and analysis. The paper concludes with an outline of intended reporting methods for the study, including the reporting of deviations from the procedures set out herein. This paper contributes to the scoping review methodology, and especially its application in the field of engineering education research and education research more broadly.

It is difficult for instructors, and even students themselves, to become aware in real-time of inequitable behaviors occurring on student teams. Here, we explored a potential measure for inequitable teamwork drawing on data from a digital pedagogical tool designed to surface and disrupt such team behaviors. Students in a large, undergraduate business course completed seven surveys about team health (called team checks) at regular intervals throughout the term, providing information about team dynamics, contributions, and processes. The ways in which changes in students’ scores from team check to team check compared to the median changes for their team were used to identify the proportions of teams with outlier student scores. The results show that for every team size and team check item, the proportion of teams with outliers at the end of the term was smaller than at the beginning of the semester, indicating stabilization in how teammates evaluated their team experiences. In all but two cases, outlying students were not disproportionately likely to identify with historically marginalized groups based on gender or race/ethnicity. Thus, we did not broadly identify teamwork inequities in this specific context, but the method provides a basis for future studies about inequitable team behavior.

This research paper presents insights obtained from an online team support tool in an undergraduate setting. In this research, the authors examined patterns of self- and peer-reporting regarding preferences for speaking in groups, as well as downstream effects such as perceived voice safety and voice enactment. In both course contexts, the data show that students who initially identified as more extroverted did speak up more in groups, felt a higher sense of belonging, and had their ideas enacted more often. Importantly, by the end of the semester, women and international students reported less extroversion compared to other groups, which may indicate that these students have experiences on their teams that affects their perception of extroversion. These patterns were consistent in both the introductory engineering and business courses, and suggest that instructors should pay attention to team conversational dynamics to promote equity in team conversations.