Group formation based on extraversion and prior knowledge: a randomized controlled study in higher education online

IF 4.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computing in Higher Education Pub Date : 2024-08-21 DOI:10.1007/s12528-024-09406-4

Adrienne Mueller, Johannes Konert, René Röpke, Ömer Genc, Henrik Bellhäuser

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Abstract

The study investigates how the 2×2 configuration of homogeneous and heterogeneous distributions of extraversion and prior knowledge influences group outcomes, including satisfaction, performance, and stability. Based on the standard deviation of extraversion and prior knowledge, groups were established to test experimentally, what form of grouping leads to best outcomes. The randomized controlled trial took place in the context of an online course with 355 prospective students, working in 82 groups. The two characteristics extraversion and prior knowledge were distributed algorithmically, either homogeneously or heterogeneously. Results showed no superiority of heterogeneous formation, yet there were systematic interaction effects by the experimental group formation on satisfaction and performance. Due to the increasing relevance of online groupwork, explorative results are reported and integrated. Ideas for future research on group formation as an important influencing factor are discussed. Findings supports knowledge about cooperative online learning by optimizing the selection of group members using a therefore implemented algorithm.

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基于外向性和先验知识的小组形成：高等教育在线随机对照研究

研究调查了外向性和先前知识的同质分布和异质分布的 2×2 配置如何影响小组结果，包括满意度、绩效和稳定性。根据外向性和先验知识的标准偏差建立小组，以实验检验哪种分组形式能带来最佳结果。随机对照试验是在一门在线课程的背景下进行的，共有 355 名学生参加，分成 82 个小组。外向性和先验知识这两个特征通过算法进行了分配，可以是同质分配，也可以是异质分配。结果表明，异质分组没有优势，但实验分组对满意度和成绩有系统的交互影响。由于在线小组工作的相关性越来越大，本文对探索性结果进行了报告和整合。此外，还讨论了关于小组构成这一重要影响因素的未来研究思路。研究结果通过使用因此而实现的算法优化小组成员的选择，为在线合作学习的知识提供了支持。

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来源期刊

Journal of Computing in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.10

自引率

3.60%

发文量

期刊介绍： Journal of Computing in Higher Education (JCHE) contributes to our understanding of the design, development, and implementation of instructional processes and technologies in higher education. JCHE publishes original research, literature reviews, implementation and evaluation studies, and theoretical, conceptual, and policy papers that provide perspectives on instructional technology’s role in improving access, affordability, and outcomes of postsecondary education. Priority is given to well-documented original papers that demonstrate a strong grounding in learning theory and/or rigorous educational research design.