I know my teammates: the role of Group Member Familiarity in Computer-Supported and face-to-face collaborative learning

Abstract

Considering the importance of group member familiarity in collaborative learning in classroom learning environments, this study examined the impact of group member familiarity on CSCL (computer-supported collaborative learning) in a networked setting. Also, the differences between CSCL in the online environments and FtF (face-to-face) collaborative learning were also compared. An analysis using structural equation modeling revealed that group member familiarity increased teamwork satisfaction, which in turn increased student engagement and perceived knowledge construction. A multi-group analysis revealed that while FtF collaborative learning exhibits higher levels of group member familiarity, teamwork satisfaction, student engagement, and perceived knowledge construction, the mediating effect of teamwork satisfaction was more pronounced in online settings. The study findings provided insights for teachers to improve collaborative learning experiences and adapt different teaching strategies.

Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

“…The composition of a group greatly impacts the interactions between the group members and consequently students' learning or task quality [33]. Group composition has been well-documented during the last few decades [26,33] and refers to the homogeneity or heterogeneity of a group in terms of, for example, gender [36] or competence level [26], or the degree to which group members are familiar with each other [37,38].…”

“…The more familiar members are with each other, the quicker they can advance to the core of the collaborative task, as they need less time for regulating their collaborative process [23,38]. Furthermore, group familiarity in general is positively related to teamwork satisfaction [23,37]. In addition, choosing someone familiar decreases uncertainty about the course of the collaborative process, and students tend to prioritize certainty and predictability for academic tasks [49].…”

Explore the Effectiveness Factors and Improvement Strategies of Collaborative Learning

“…The amount of interpersonal interaction amongst group members was used to define group familiarity. Working with known people improved students' collaborative learning experiences in traditional face-to-face and mixed situations, especially in terms of emotional learning outcomes (greater team cohesion) [7]. Groups made up of familiar individuals are more successful at combining knowledge they have acquired individually and developing a sense of trust among the group; In a group with more familiar members, students are able to express their disagreements better and more comfortably, resulting in more effective communication.…”

“…Collaborative learning has been a key teaching strategy since the early 1970s, whether it's traditional learning, a mix of online and offline classes, or whatever. Existing studies have proved that collaborative learning is favorably connected with learning outcomes [7].…”

“…Groups made up of familiar individuals are more successful at combining knowledge they have acquired individually and developing a sense of trust among the group; In a group with more familiar members, students are able to express their disagreements better and more comfortably, resulting in more effective communication. Grouping familiar people in the same group, driven by group members' familiarity, will contribute to CSCL's increased effectiveness in online settings [7].…”