Some of the outcomes of the inner process, such as the quality of the developed system and user documentation, are used as outcomes of the learning process, e.g., the better the quality of the system and documentation, the better the students have learned how to develop systems. The inner process, for the most part, has been hidden from instructors and therefore the opportunity to effect changes in how students actually perform the systems development process has been limited. The problem of team members meeting is exacerbated when team members must not only find opportunities for which they can meet, but now they are restricted by end-users who are only available during the normal work day. The structure limits the opportunities for questioning and discussion between instructor and student and among students. However, interpretation of user needs and evolving a shared model usually requires extensive interaction.
Team effort is mostly limited to evaluation of deliverables.
Individual and team process activity is hidden and poorly evaluated. The instructor evaluates outcomes, but has limited ability and opportunity to observe and correct the process. By nature, team members will seek other team members to solve problems, especially lower level procedural questions, which do not require instructor intervention. Based on research. For example, longitudinal testing of Daft and Lengel's information richness theory.