| 总结: | Despite the rise in the inclusion of team projects as a major course component in tertiary
institutions, there is still a dearth of research regarding the factors that enhance team
learning in student teams. This study focuses on how team cohesion, psychological safety,
peer evaluation and the choice of computer-mediated communication influence team
learning. 153 business students from local universities were surveyed and the study found
that: (1) the use of peer evaluations is a strong predictor of team learning; (2) teams using
asynchronous computer-mediated communication reported significantly higher ratings in
team learning than those using synchronous computer-mediated communication and (3) peer
evaluation contravenes the growth of team psychological safety and team cohesion, causing
them to be insignificant to team learning. Overall, these findings imply that the use of peer
evaluations should be continued; and the use of asynchronous computer-mediated
communication encouraged, in order to enhance student team learning in the tertiary
institutions.
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