This study examined the relationship between students’ teamwork competency and satisfaction in a synchronous online flipped group project-based course, focusing on the possibility of group collective efficacy and flipped learning to moderate this relationship. We collected data from 19 teams (N = 75 college engineering students) at a science and technology university in Cebu, central Philippines, through a questionnaire survey over a 12-week synchronous online course. Multi-level hierarchical linear modeling test of hypotheses revealed a significant positive relationship between teamwork competency and satisfaction. Similarly, group collective efficacy recorded a significant relationship with satisfaction. At the team level, group collective efficacy and flipped learning moderated the relationship between teamwork competency and satisfaction. Learners in groups with high collective efficacy and online flipped learning showed a stronger relationship than those with low efficacy and conventional online instruction. The findings and discussions provide practical implications and possible interventions teachers could apply to enhance collective efficacy and boost learning satisfaction in synchronous collaborative online learning settings.

本研究调查了同步在线翻转小组项目课程中学生团队合作能力与满意度之间的关系，重点关注小组集体效能和翻转学习来调节这种关系的可能性。我们通过为期 12 周的同步在线课程的问卷调查，从菲律宾中部宿务一所科技大学的 19 个团队（N = 75 名大学工程专业学生）收集了数据。假设的多层次分层线性模型检验揭示了团队合作能力和满意度之间存在显着的正相关关系。同样，群体集体效能与满意度有显着关系。在团队层面，团队集体效能和翻转学习调节了团队合作能力与满意度之间的关系。集体效率高和在线翻转学习的学习者比效率低和传统在线教学的学习者表现出更强的关系。研究结果和讨论提供了实际意义和可能的干预措施，教师可以应用这些干预措施在同步协作在线学习环境中提高集体效能和提高学习满意度。