Design Heuristics to Support Cohesion within Online Collaborative Learning Groups

Altebarmakian, Maria; Alterman, Richard

doi:10.1109/fie43999.2019.9028412

Cited by 3 publications

(7 citation statements)

References 18 publications

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“…Burke et al (2001) GROUP CHARACTERISTICS, COHESION, & COLLECTIVE ACTION have members that are attached to the group through the strength and number of interpersonal connections they have in the group; common-identity groups have members that are attached to the "idea" of the group at a "supra-individual level" (Postmes et al, 2002, p. 69). There are different behavioral consequences of being more bonded to either a group purpose ("idea") or to group members, and one can purposefully design groups with characteristics to encourage the building of common-bond versus common-purpose depending on the behavioral outcomes that one wants to encourage (Altebarmakian, 2021;Ren et al, 2007;Yuqing et al, 2007). Taken together, the implication of this prior work is that to predict or promote collective action intentions from task or social cohesion, respectively, we need to first account for the characteristics of a group and how they may relate to the types of "bond" (social or task) present (Forsyth, 2021;Grossman et al, 2022).…”

Section: Altebarmakian and Alterman (2019)mentioning

confidence: 99%

“…Croy and Eva (2018) Altebarmakian (2021) In-person versus online In-person groups will have certain advantages in developing group cohesion over online groups, and vice versa, depending on its aims; for example, online groups experience asynchronicity of communication, which can make sharing of information difficult, however, online groups are also able to attract and connect from a more diverse pool of potential members and experts, which can have benefits such as improved knowledge-sharing.…”

Section: Group Sizementioning

confidence: 99%

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How group characteristics determine the relationship between perceived group cohesion and collective action intentions.

Tarpy,

Smith,

Joinson

et al. 2024

Translational Issues in Psychological Science

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We suggest that the relationship between group cohesion and collective action intentions may be affected by the characteristics of the group taking the action. However, understanding this relationship is made difficult by challenges associated with defining and measuring cohesion, and how it differs from social identification. We conducted an online survey (N = 331), in which we asked participants to nominate a group of which they were a member, then answer questions about the characteristics of that group. Then, they completed measures of perceived group cohesion and social identification, read a scenario about their group being told to disband, and then completed a measure of collective action intentions. A factor analysis showed that the measures of group cohesion and social identification were conflated, but that the items could be divided into four constructs that differentiated between in-group bonds, task cohesion, self-and-group commonalities, and in-group centrality-diffusion, respectively. We found that group characteristics changed the relationships between those constructs and collective action intentions. Thus, researchers seeking to study the effect of group cohesion on action intentions should consider both the nature of the group and the measurement of cohesion in the design of their research, as both aspects will affect their findings.What is the significance of this article for the general public? This study shows that to understand how and why group members may be motivated to mobilize to take action, it is necessary to understand their group's characteristics and the extent to which those characteristics shape the extent to which group members can cohere around a task, how bonded they are to each other, and how central the group is to individual group members' identity, respectively.

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Section: Altebarmakian and Alterman (2019)mentioning

confidence: 99%

Section: Group Sizementioning

confidence: 99%

How group characteristics determine the relationship between perceived group cohesion and collective action intentions.

Tarpy,

Smith,

Joinson

et al. 2024

Translational Issues in Psychological Science

View full text Add to dashboard Cite

show abstract

“…This activity supports multiple modes of knowledge representation. According to the results, after completing a lesson on nuclear power, prospective science teachers were able to create a rather voluminous knowledge network [68].…”

Section: Produce Store and Visualize Collective Knowledgementioning

confidence: 99%

“…Several previous studies have focused on analyzing log data to gain a deeper understanding of collaborative processes within groups. Altebarmakian and Alterman [68] investigated how elementary school students solve arithmetic problems using an online platform with an intelligent virtual tutor under three different learning conditions, namely collaborative, individual, and combined. They also evaluated the effectiveness of each student's problem-solving approach within the context of their learning conditions by analyzing log data of students' interactions with the virtual tutor.…”

Section: Evaluation Of Technology-based Collaborative Skills Through ...mentioning

confidence: 99%

Developing Collaborative Skills through STEM Approach

Faif Pasani,

Amelia

2024

STEM Education - Recent Developments and Emerging Trends

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Collaborative learning is a practice that dates back centuries. In Confucius’ classic text, Li Ji, there is a famous saying that one becomes narrow-minded when learning without friends. Therefore, collaborative skills not only allow students to interact with others but also enhance their opportunity to learn, which differs significantly from individual learning. Collaborative problem-solving is crucial in science, technology, engineering, and math (STEM), which are fraught with complex challenges like climate change, overpopulation, welfare, resource management, health, and biodiversity. The Systematic Literature Review (SLR) approach was used to find, assess, evaluate, and interpret all of the research that was accessible in order to create this book chapter. Preparing the youths with a collaborative mindset is crucial for addressing the issues and difficulties that arise in real life. This review specifically focuses on developing technology-based collaborative skills through STEM approach to reflect the trend of integrating technology into education.

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“…Educational researchers have utilised trace data collected by learning management systems to measure the complexity of human behaviours, learners and pedagogical support outcomes with analytical tools from quantitative and qualitative data (Ifenthaler & Yau, 2020; Slater et al, 2016). Recent studies show advances in utilising trace data to measure group cohesion using behavioural engagement measures for task cohesion, such as the degree to which students cognitively engage with their work and group (Altebarmakian & Alterman, 2019a; Altebarmakian & Alterman, 2019b). Task cohesion is a key aspect of group performance that emphasises completing goals with a collective task focus (Zaccaro et al, 1995).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Using online learner trace data to understand the cohesion of teams in higher education

Zamecnik

Kovanović

Joksimovíc

et al. 2023

Computer Assisted Learning

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BackgroundMaintaining cohesion is critical for teams to achieve shared goals and performance outcomes within a work‐integrated learning (WIL) environment. Cohesion is an emergent state that develops over time, representing the synchrony of different behavioural interactions. Cohesive teams will exhibit such phenomena by their temporal coordination of micro‐level relations.ObjectivesThe primary aim of this study is to examine the cohesion of teams in learning environments using a learning analytics approach.MethodThis study examines teams from higher education who participate in a WIL environment platform working in teams to develop their collaborative problem‐solving skills. Here we show that temporal network motifs can be used as a proxy to measure cohesion.Results and ConclusionsWe illustrate three clusters represented by team learning behaviours and found that each cluster has distinctive interactions with learning resources, performance outcomes, temporal network motif group characteristics and emergence over time using learning analytics.ImplicationsApplying temporal motifs as an analytics‐based measure of cohesion is a starting point for understanding how cohesion develops over time without relying on surveys. We anticipate that the same approaches can be applied in most learning management systems containing trace data of teams and their interactions with learning resources to understand cohesion.

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Design Heuristics to Support Cohesion within Online Collaborative Learning Groups

Cited by 3 publications

References 18 publications

How group characteristics determine the relationship between perceived group cohesion and collective action intentions.

How group characteristics determine the relationship between perceived group cohesion and collective action intentions.

Developing Collaborative Skills through STEM Approach

Using online learner trace data to understand the cohesion of teams in higher education

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