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The assumption that social skills are necessary ingredients of collaborative learning is well established but rarely empirically tested. In addition, most theories on collaborative learning focus on social skills only at the personal level, while the social skill configurations within a learning group might be of equal importance. Using the integrative framework, this study investigates which social skills at the personal level and at the group level are predictive of task-related e-mail communication, satisfaction with performance and perceived quality of collaboration. Data collection took place in a technology-enhanced long-term project-based learning setting for pre-service teachers. For data collection, two questionnaires were used, one at the beginning and one at the end of the learning cycle which lasted 3 months. During the project phase, the e-mail communication between group members was captured as well. The investigation of 60 project groups (N = 155 for the questionnaires; group size: two or three students) and 33 groups for the e-mail communication (N = 83) revealed that personal social skills played only a minor role compared to group level configurations of social skills in predicting satisfaction with performance, perceived quality of collaboration and communication behaviour. Members from groups that showed a high and/or homogeneous configuration of specific social skills (e.g., cooperation/compromising, leadership) usually were more satisfied and saw their group as more efficient than members from groups with a low and/or heterogeneous configuration of skills.

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Sixty-two office workers in a Swiss federal department were randomly assigned to a training and a control group. While the training group was instructed to complete 3 stochastic resonance whole-body vibration (SR-WBV) exercises every week for 4 weeks, the control group received no treatment. During this time all participants answered a daily questionnaire concerning their surefootedness, sense of balance, musculoskeletal well-being, and muscle relaxation. Before and after the 4-week SR-WBV intervention, balance was tested with a single-leg stance on a foam mat of the Balance Error Scoring System (BESS) using a SwayStar™-System measuring Total Angle Area (TotAngArea) and Total Velocity Area (TotVelArea). Multilevel results highlighted a significant increase over time for surefootedness and sense of balance (t = 2.491, p = .016), as well as for musculoskeletal well-being and muscle relaxation (t = 2.538, p = .014) in the training group but not in the control group. Balance tests showed improvement of balance in the training group (TotAngArea: Z = 2.550, p = .011; TotVelArea: Z = 3.334, p = .001) but not in the control group. SR-WBV exercise indicated a high compliance during this study (3.87±0.45 trainings per week) underlining its benefits for the working context. Especially office workers who spend most of their time in sitting position could profit from SR-WBV exercise to improve balance and reduce the risk of falls.

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