Favor, Judy K.2013-02-262013-02-262013-02-26http://hdl.handle.net/2097/15320This study examined 718 adult students’ perceptions of long-functioning cooperative study teams in accelerated associate’s, bachelors, and master’s business degree programs. Six factors were examined: attraction toward team, alignment of performance expectations, intra-team conflict, workload sharing, preference for teamwork, and impact on learning. Across degree programs, 66 - 71% of students reported equal work load sharing in their teams; 51 - 61% preferred teamwork; and 56 - 62% believed being on a team enhanced their learning. Significant statistical differences were found between associate degree and master’s degree students in performance expectation alignment, intra-team conflict, and teamwork preference.en-USThis is an electronic version of an article published in The Journal of Continuing Higher Education, 60(3), 157-164. The Journal of Continuing Higher Education is available online at: http://www.tandfonline.com/doi/full/10.1080/07377363.2013.722420Adult educationCooperative teamsCooperative learningWork load distributionAccelerated programsArticle (author version)