There is more than ‘I’ in self-directed learning: An exploration of self-directed learning in teams of undergraduate students

Preparing future professionals for highly dynamic settings require self-directed learning in authentic situations. Authentic situations imply teamwork. Therefore, designing education requires an understanding of how develops teams. We followed (bio-)medical sciences students (n = 15) during 8-month period which they worked on innovation project teams 4–6 students. Template analysis 39 transcripts audio-recorded group meetings revealed three mechanisms along dynamics influenced behaviour. First, if expressions emotions were met with inquisitive response, this resulted self-monitoring or feelings responsibility. Second, openness the towards creativity idea exploration stimulated critical thinking. Third, disputational talk frustrated learning, because it adversely affected cohesion. conclude that emotions, openness, and relatedness are important drivers hence should be given explicit attention collaborative professionals.