ERIC Number: EJ1437070
Record Type: Journal
Publication Date: 2024-Sep
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1556-1607
EISSN: EISSN-1556-1615
The Perceptions of Task Cohesion in Collaborative Learning Teams
Andrew Zamecnik; Vitomir Kovanovic; Srecko Joksimovic; Georg Grossmann; Djazia Ladjal; Abelardo Pardo
International Journal of Computer-Supported Collaborative Learning, v19 n3 p369-393 2024
Team cohesion is critical in driving successful outcomes for teams in collaborative learning settings. It shapes team behaviour, fostering shared perceptions, group synchrony and a common goal-oriented approach. This affinity becomes evident in dynamic interactions, offering insights into team behaviour through interaction data analysis. Interpreting interaction data proves complex, hampering our understanding and insights into shared team perceptions and task cohesion development. This paper used temporal motif analysis to examine the changes in team members' cohesive perceptions and behaviours, including task cohesion, performance outcomes, engagement and group synchrony. Trace data from an online work-integrated learning environment captured learning behaviours, while responses to a questionnaire at different stages of a study program captured task cohesion and cohesive perceptions. The findings reveal teams with strong task cohesion and high performance tend to share similar cohesive perceptions driven by interdependent interactions. Conversely, teams with different cohesion perceptions have lower interaction interdependence and poorer performance. Through analysing team interaction data, this study uncovered key insights to promote positive adjustments aligning team perceptions, enhancing collaborative learning and offering support for improved performance, engagement and synchrony among teams, ultimately benefiting learning outcomes and the cultivation of skills and competencies.
Descriptors: Group Unity, Cooperative Learning, Teamwork, Performance, Work Experience Programs, Task Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A