2026 ASEE Annual Conference & Exposition

This evidence-based work-in-Progress paper presents an instructional intervention designed to support effective group collaboration through structured reflection, aiming to help freshmen develop stronger and more adaptive teamwork habits.
As computing education increasingly emphasizes collaborative, project-based learning, teamwork has become a central component of many introductory programming courses. Group projects not only allow students to apply programming concepts in practical settings but also help them develop crucial professional skills such as communication, coordination, and shared problem-solving. However, teamwork among first year students can be particularly challenging and these early struggles may affect both learning outcomes and students’ learning experiences. Research in computer science education and team-based learning shows that novice groups frequently encounter issues related to role ambiguity (Chuang, 2021), uneven workload distribution(Kopec-Harding, 2023; Borg, 2020), and ineffective communication channels (Berrezueta-Guzman, 2025; Gitinabard, 2020).
In the author’s instructional context, several student groups in introductory programming courses in previous semesters faced difficulties in coordinating their efforts and defining individual roles. Many students worked independently on overlapping parts of the project rather than dividing responsibilities effectively. This lack of coordination led to inefficiency and uneven participation, as well as frustration within groups. Observing these challenges prompted the development of a more intentional framework to scaffold teamwork processes for freshmen. The intervention seeks to move beyond ad hoc collaboration by embedding structured opportunities for reflection, self-assessment, and team dialogue throughout the semester, helping students develop the interpersonal and organizational skills necessary for successful collaboration in group projects.
This intervention draws on reflective practice theory (Schön, 1983) and social constructivist principles (Vygotsky, 1978), both of which emphasize learning as an active, iterative, and socially situated process. Reflection allows students to make sense of their experiences, evaluate their actions, and adapt behaviors accordingly. Leblanc et al. (2024), in their meta-analysis of team reflexivity, show that teams that reflect together tend to perform better. When applied to teamwork, reflective practices help students surface implicit assumptions, negotiate expectations, and build shared understanding, bring clarity on goals, responsibilities and expectations.
The intervention implements a weekly reflection cycle integrated into Canvas Groups to scaffold team learning and collaboration. Each week, students begin by completing an individual reflection that prompts them to evaluate their participation, communication effectiveness, technical learning, and overall progress. Structured prompts guide students to identify what went well, what challenges they encountered, and how they plan to improve in the following week. In addition to these individual reflections, each team responds collaboratively to a group reflection prompt that synthesizes insights from individual submissions, encouraging collective discussion and goal setting. Instructors review both individual and team reflections to provide formative feedback and to monitor team dynamics and progress over time. The impact of the intervention will be assessed using end semester surveys on group collaboration, weekly reflection summaries, and performance metrics from project submissions. Qualitative analysis will focus on identifying recurring patterns of growth in communication, coordination, and accountability across teams throughout the semester.
It is anticipated that students participating in the reflection-based framework will demonstrate earlier and more effective collaboration than previous cohorts. Teams are expected to exhibit improved coordination, clearer role differentiation, and more balanced workload distribution. Students will likely report greater satisfaction with their team experiences and enhanced confidence in their collaborative abilities compared to previous cohorts. This study contributes a practical and evidence-based approach to improving teamwork in a first-year introductory programming course. By embedding structured reflection into the team project cycle, it reframes collaboration as a learnable and improvable process rather than a byproduct of group assignment. The findings aim to demonstrate that reflective practices can cultivate stronger, more communicative, and self-aware student teams, ultimately enhancing both technical learning and the social dimensions of education in first year programs.