The development of group cohesion for small groups in face-to-face educational learning settings has been widely studied for decades. The calibre of group cohesion within these contexts is typically associated with increases in performance, resulting in a productive collaboration that helps drive knowledge building and innovation within a learning environment. However, understanding and measuring cohesion in technology-mediated learning experiences still requires additional research. This paper reports on a systematic literature review of small groups in technology-mediated learning settings to explore the definitions of cohesion and the methodologies used for the measurements that have been identified arising in this area. Furthermore, the review provides a characterisation of the factors that impact collaborative learning in computer-supported environments, highlighting two important aspects: i) there is a significant gap in measuring cohesion using unobtrusive methods, such as relying on log or trace data and ii) there is a lack of longitudinal approaches to understand the emergence of cohesion. Finally, we discuss implications for future research in studying group cohesion.
%0 Journal Article
%1 ZAMECNIK2022100427
%A Zamecnik, Andrew
%A Villa-Torrano, Cristina
%A Kovanović, Vitomir
%A Grossmann, Georg
%A Joksimović, Srećko
%A Dimitriadis, Yannis
%A Pardo, Abelardo
%D 2022
%J Educational Research Review
%K CSCL cohesion collaboration edtech highered learninganalytics learningenvironment smallgroups systematicreview technology-mediatedlearning
%P 100427
%R https://doi.org/10.1016/j.edurev.2021.100427
%T The cohesion of small groups in technology-mediated learning environments: A systematic literature review
%U https://www.sciencedirect.com/science/article/pii/S1747938X21000506
%V 35
%X The development of group cohesion for small groups in face-to-face educational learning settings has been widely studied for decades. The calibre of group cohesion within these contexts is typically associated with increases in performance, resulting in a productive collaboration that helps drive knowledge building and innovation within a learning environment. However, understanding and measuring cohesion in technology-mediated learning experiences still requires additional research. This paper reports on a systematic literature review of small groups in technology-mediated learning settings to explore the definitions of cohesion and the methodologies used for the measurements that have been identified arising in this area. Furthermore, the review provides a characterisation of the factors that impact collaborative learning in computer-supported environments, highlighting two important aspects: i) there is a significant gap in measuring cohesion using unobtrusive methods, such as relying on log or trace data and ii) there is a lack of longitudinal approaches to understand the emergence of cohesion. Finally, we discuss implications for future research in studying group cohesion.
@article{ZAMECNIK2022100427,
abstract = {The development of group cohesion for small groups in face-to-face educational learning settings has been widely studied for decades. The calibre of group cohesion within these contexts is typically associated with increases in performance, resulting in a productive collaboration that helps drive knowledge building and innovation within a learning environment. However, understanding and measuring cohesion in technology-mediated learning experiences still requires additional research. This paper reports on a systematic literature review of small groups in technology-mediated learning settings to explore the definitions of cohesion and the methodologies used for the measurements that have been identified arising in this area. Furthermore, the review provides a characterisation of the factors that impact collaborative learning in computer-supported environments, highlighting two important aspects: i) there is a significant gap in measuring cohesion using unobtrusive methods, such as relying on log or trace data and ii) there is a lack of longitudinal approaches to understand the emergence of cohesion. Finally, we discuss implications for future research in studying group cohesion.},
added-at = {2021-12-19T13:24:16.000+0100},
author = {Zamecnik, Andrew and Villa-Torrano, Cristina and Kovanović, Vitomir and Grossmann, Georg and Joksimović, Srećko and Dimitriadis, Yannis and Pardo, Abelardo},
biburl = {https://www.bibsonomy.org/bibtex/28b3e44a8d45bd07d1f336921f080eb28/ereidt},
doi = {https://doi.org/10.1016/j.edurev.2021.100427},
interhash = {53f1f350389c35ec94aed2121ea59ddc},
intrahash = {8b3e44a8d45bd07d1f336921f080eb28},
issn = {1747-938X},
journal = {Educational Research Review},
keywords = {CSCL cohesion collaboration edtech highered learninganalytics learningenvironment smallgroups systematicreview technology-mediatedlearning},
pages = 100427,
timestamp = {2021-12-19T13:24:16.000+0100},
title = {The cohesion of small groups in technology-mediated learning environments: A systematic literature review},
url = {https://www.sciencedirect.com/science/article/pii/S1747938X21000506},
volume = 35,
year = 2022
}