Team diversity as a predictor of innovation in team projects of face-to-face and online learners

Team diversity refers to the degree of individual differences among members of a team. It was reported as bearing both positive and negative effects on the innovation capabilities of science and engineering students, learning in a traditional classroom. As web-based technologies are becoming prominent in higher education, there is a need to examine this effect among students working in online learning environments. Hence, this study was set to characterize team diversity of science and engineering students, and identify factors that might predict innovation in team projects conducted in different learning environments. This study was carried out in the settings of a nanotechnology course, delivered both on-campus and as a massive open online course (MOOC). The study compared between three groups of learners: face-to-face (F2F) university students (n = 103), online university students (n = 108), and MOOC learners (n = 109). The number of participants in each group is derived from the number of team projects that were submitted and analyzed. Applying a quasi-experimental research design, data were collected via a survey and analysis of projects' innovation. Findings showed that diversity in ‘academic discipline’ and ‘academic level’ were positive predictors of project innovation, in all three groups. Diversity in ‘mother tongue’ was found as a positive predictor of innovation for the face-to-face university students, but as a negative predictor for both online groups. Potential explanations for the differences observed between face-to-face and online learners are presented.