Like their work-product grades, accessing CDocs and the student's GPA positively influenced Team Contribution.
With GPA (only significant at the 11% level) and CDocs, the combined [R.sup.2] is 19%.
Nevertheless, the results do suggest two different points of entry for faculty for early intervention that will help improve team functioning: using learning management systems to check which team members are accessing team work products through CDocs, and using a CATME or other survey to identify teams with high Task Conflict.
We found that when students realized that we were monitoring their activity and were meeting with individual students who generated low CDocs activity and/or high conflict scores, the extent of social loafing was reduced.
We also found that CDocs and GPA correlated to some degree with team contribution scores but that credits earned at TCNJ did not.