Dyads or quads? Impact of group size and learning context on collaborative learning

Frontiers in Psychology

Psychology

Mindi Wang¹  Ling Jiang²  Heng Luo² 

[1] Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China;null;

关键词: collaborative learning;    group size;    learning context;    learning outcome;    learning engagement;    collaborative experience;   

DOI  :  10.3389/fpsyg.2023.1168208

 received in 2023-02-17, accepted in 2023-04-10,  发布年份 2023

来源: Frontiers

【 摘 要 】

Collaborative learning has been widely used in both offline and online contexts to support deep learning, and its effectiveness may be adjusted by the size of the collaborative groups. To examine the effect of learning context and group size on collaborative learning, this study conducted two experiments with 62 third-year undergraduate students enrolled in the course named Application of Modern Educational Technology to compare learning outcomes, learning engagement, and collaborative experience between quad (four-person) and dyad groups in both face-to-face and online learning contexts. The results indicated that learning outcomes and collaborative experience were not significantly affected by group size and learning context, but for peer interaction, the dyad group showed more communication and interaction during the learning process. In general, the dyad group showed higher and more stable scores in all aspects, as well as being able to adapt to changes in learning contexts. Based on the research results, three practical implications were proposed to promote the implementation of collaborative learning in teaching.

【 授权许可】

Unknown   
Copyright © 2023 Wang, Jiang and Luo.