Small group collaboration in hybrid university learning: Comparing learners’ perceived socio-affective state in hybrid, face-to-face and remote collaboration
Hybrid collaboration, where co-located and remote learners work together using online tools, is becoming increasingly relevant to education due to its high degree of flexibility. There is extensive research contrasting face-to-face (F2F) to remote collaboration, but much less research on hybrid lear...
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| Language: | English |
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Elsevier
2025-05-01
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| Series: | Computers in Human Behavior Reports |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2451958825000715 |
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| author | Sabine Schermeier Anne Deiglmayr Nikol Rummel |
| author_facet | Sabine Schermeier Anne Deiglmayr Nikol Rummel |
| author_sort | Sabine Schermeier |
| collection | DOAJ |
| description | Hybrid collaboration, where co-located and remote learners work together using online tools, is becoming increasingly relevant to education due to its high degree of flexibility. There is extensive research contrasting face-to-face (F2F) to remote collaboration, but much less research on hybrid learning formats. The scarce available research on hybrid collaboration suggests that the remote learners in such settings often feel less related to their peers than the co-located learners. In general, research on socio-affective factors in hybrid learning is particularly lacking, even though factors such as the learners' perceived relatedness and social presence play a crucial role for learners’ interaction and the acceptance of hybrid collaborative learning.In this paper, we experimentally compare the different perceptions of learners in hybrid, F2F and remote collaboration. In a laboratory study conducted in the context of higher education, N = 180 students rated their socio-affective state after participating in one of the three participation modes (F2F, remote, hybrid). The study revealed statistically significant differences between the three conditions in terms of learners’ perceived relatedness, social presence, enjoyment as well as their willingness to collaborate again. Based on our findings, we discuss key issues of hybrid collaboration that should be addressed in future research. |
| format | Article |
| id | doaj-art-0129214bd31c48b8821ecaf8ba5efb26 |
| institution | OA Journals |
| issn | 2451-9588 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers in Human Behavior Reports |
| spelling | doaj-art-0129214bd31c48b8821ecaf8ba5efb262025-08-20T02:17:19ZengElsevierComputers in Human Behavior Reports2451-95882025-05-011810065610.1016/j.chbr.2025.100656Small group collaboration in hybrid university learning: Comparing learners’ perceived socio-affective state in hybrid, face-to-face and remote collaborationSabine Schermeier0Anne Deiglmayr1Nikol Rummel2Center for Advanced Internet Studies (CAIS), Bochum, Germany; Corresponding author.University of Leipzig, Leipzig, GermanyCenter for Advanced Internet Studies (CAIS), Bochum, Germany; Ruhr University Bochum, Bochum, GermanyHybrid collaboration, where co-located and remote learners work together using online tools, is becoming increasingly relevant to education due to its high degree of flexibility. There is extensive research contrasting face-to-face (F2F) to remote collaboration, but much less research on hybrid learning formats. The scarce available research on hybrid collaboration suggests that the remote learners in such settings often feel less related to their peers than the co-located learners. In general, research on socio-affective factors in hybrid learning is particularly lacking, even though factors such as the learners' perceived relatedness and social presence play a crucial role for learners’ interaction and the acceptance of hybrid collaborative learning.In this paper, we experimentally compare the different perceptions of learners in hybrid, F2F and remote collaboration. In a laboratory study conducted in the context of higher education, N = 180 students rated their socio-affective state after participating in one of the three participation modes (F2F, remote, hybrid). The study revealed statistically significant differences between the three conditions in terms of learners’ perceived relatedness, social presence, enjoyment as well as their willingness to collaborate again. Based on our findings, we discuss key issues of hybrid collaboration that should be addressed in future research.http://www.sciencedirect.com/science/article/pii/S2451958825000715Computer-supported collaborative learningHigher educationHybrid collaborationAffective engagementRelatednessSocial presence |
| spellingShingle | Sabine Schermeier Anne Deiglmayr Nikol Rummel Small group collaboration in hybrid university learning: Comparing learners’ perceived socio-affective state in hybrid, face-to-face and remote collaboration Computers in Human Behavior Reports Computer-supported collaborative learning Higher education Hybrid collaboration Affective engagement Relatedness Social presence |
| title | Small group collaboration in hybrid university learning: Comparing learners’ perceived socio-affective state in hybrid, face-to-face and remote collaboration |
| title_full | Small group collaboration in hybrid university learning: Comparing learners’ perceived socio-affective state in hybrid, face-to-face and remote collaboration |
| title_fullStr | Small group collaboration in hybrid university learning: Comparing learners’ perceived socio-affective state in hybrid, face-to-face and remote collaboration |
| title_full_unstemmed | Small group collaboration in hybrid university learning: Comparing learners’ perceived socio-affective state in hybrid, face-to-face and remote collaboration |
| title_short | Small group collaboration in hybrid university learning: Comparing learners’ perceived socio-affective state in hybrid, face-to-face and remote collaboration |
| title_sort | small group collaboration in hybrid university learning comparing learners perceived socio affective state in hybrid face to face and remote collaboration |
| topic | Computer-supported collaborative learning Higher education Hybrid collaboration Affective engagement Relatedness Social presence |
| url | http://www.sciencedirect.com/science/article/pii/S2451958825000715 |
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