%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 }