Although project-based, collaborative learning (PBCL) activities have been established as effective learning experiences, they have been shown to be difficult to implement, especially in an asynchronous, distributed environment. Students and faculty alike have shown resistance to team-based exercises, citing numerous management concerns such as equitably distributing the work, assessing the performance of the individuals comprising the team, and resolving conflicts within the team. One major issue has been how to establish control within the team.

Control structure refers to the manner in which responsibility for executing the tasks associated with the role is assigned. Control structure within a (PBCL) assignment can vary on a continuum from an entirely democratic model to an autocratic model. The goal of this study was to examine the impact of the type of control structure on team functioning by comparing both performance in and attitude toward PBCL in democratically and autocratically controlled teams.