Jacobs, Larissa (2022) Working under Best Conditions: The Power of Collaboration in the Satisfaction with Students’ Learning Experiences. Bachelor thesis, Psychology.
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Abstract
Collaborative learning (CL) within educational environments becomes increasingly popular, with research showing its success regarding knowledge retention, positive affect, motivation, and academic performance. However, less clarity emerges regarding specific mechanisms underlying students’ satisfaction with collaborative learning (SLE), as well as the optimal learning context for CL success. Therefore, the current study investigates whether social cohesion moderates the relationship between CL and SLE. Based on social learning theories, it is proposed that higher degrees of social cohesiveness should lead to students’ higher SLE, because of elements of trust building and interpersonal support. Additionally, due to research indicating that the learning environment directly impacts the group’s atmosphere and sense of belongingness, we investigate whether the learning context affects the group’s social cohesiveness directly. A correlational study (N = 126) was conducted using an online questionnaire via Qualtrics. Subsequently, multiple regression, as well as one-way ANOVA was employed to analyze data of two cohorts with an online and hybrid CL method. Results showed insufficient evidence of a moderating role of social cohesion, and no significant difference of social cohesion in the online and hybrid CL context. Practical interventions, focused on the benefits of increasing CL in education, are discussed.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Havik, E.M. and Meerholz, E.W. |
| Degree programme: | Psychology |
| Differentiation route: | Other [Bachelor Psychology] |
| Date Deposited: | 18 Mar 2022 13:44 |
| Last Modified: | 18 Mar 2022 13:44 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/333 |
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