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The Effect of Social Closeness on Perceived Satisfaction of Collaborative Learning

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Open and Inclusive Educational Practice in the Digital World

Abstract

Effective communication and coordination supported by well-established patterns of interactions are vital to collaborative learning. The quality of social relationships among group members can affect group dynamics and communication, as well as further influence students’ learning experiences and perceived learning outcomes. In this study, we use an ego network approach to measure an individual’s social closeness with group members and examine effects on the individual’s collaborative learning experience. The data was collected through a survey with N = 120 university students. Our findings indicate that social closeness among group members has a positive effect on the perceived satisfaction of collaborative learning, as students with stronger social closeness with group members tend to be more satisfied with their collaborative learning experience. These results provide advanced theoretical insights for understanding the factors associated with the success of collaborative learning. Based on our findings, appropriate activities for strengthening social closeness among group members are suggested. Implications include pedagogical approaches for facilitating students’ collaborative learning experience and outcomes.

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Acknowledgments

We would like to thank Dr. Jan C. W. Van Aalst for valuable discussions and comments on the manuscript. This work is part of the UNESCO Chair of Data Science in Higher Education Learning and Teaching (http://www.curtin.edu.au/UNESCO) which focuses on advancing global knowledge, practice, and policy in applying data science to transform higher education learning and teaching that improves personalization, access, and effectiveness of education for all.

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Correspondence to Dirk Ifenthaler .

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© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

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Feng, S., Qiu, S., Gibson, D., Ifenthaler, D. (2023). The Effect of Social Closeness on Perceived Satisfaction of Collaborative Learning. In: Ifenthaler, D., Sampson, D.G., Isaías, P. (eds) Open and Inclusive Educational Practice in the Digital World. Cognition and Exploratory Learning in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-031-18512-0_7

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  • DOI: https://doi.org/10.1007/978-3-031-18512-0_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-18511-3

  • Online ISBN: 978-3-031-18512-0

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