Students belonging to Belbin teams acknowledge that they attend classes more regularly, they need less time for study outside the classes and they show a higher interest for the subject at the end of the course. Additionally, students’ feedback experience and opinion has been collected. Belbin teams (18/19–19/20) have performed significantly better than self-selected teams (16/17–17/18). Students’ performance has been measured through the scores obtained during the project, individual exam and Individual Accountability Factor (IAF) and compared with cohorts of previous years, in which team composition was self-selected by students. ![]() ![]() ![]() This paper presents a method that instructors have designed and implemented to form balanced teams based on Belbin's roles, with the aim of boosting positive interdependence and individual accountability within the teams and improving their performance in a project-based learning environment.
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