Are balanced groups better? Belbin roles in collaborative learning groups

M.N. Meslec, P.L. Curseu

Research output: Contribution to journalArticleScientificpeer-review

Abstract

In a sample of 459 students organized in 84 groups this study tests the impact of group role balance on teamwork quality and three performance indicators in collaborative learning groups (group cognitive complexity, perceived performance and objective performance). The results show that group role balance positively predicts group performance in preliminary phases of the group project but not in later phases. Moreover, group role balance positively predicts group cognitive complexity and is negatively related to teamwork quality. The results hold only when role balance is conceptualized as a configural property of groups instead of a sum of individual roles. The findings of the study have implications for the design of collaborative learning groups.
Keywords; Group role balance, Performance, Collaborative learning groups, Group cognitive complexity
Original languageEnglish
Pages (from-to) 81–88
JournalLearning and Individual Differences
Volume39
DOIs
Publication statusPublished - 2015

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Are balanced groups better? Belbin roles in collaborative learning groups. / Meslec, M.N.; Curseu, P.L.

In: Learning and Individual Differences, Vol. 39, 2015, p. 81–88.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - Are balanced groups better?

T2 - Belbin roles in collaborative learning groups

AU - Meslec, M.N.

AU - Curseu, P.L.

PY - 2015

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N2 - In a sample of 459 students organized in 84 groups this study tests the impact of group role balance on teamwork quality and three performance indicators in collaborative learning groups (group cognitive complexity, perceived performance and objective performance). The results show that group role balance positively predicts group performance in preliminary phases of the group project but not in later phases. Moreover, group role balance positively predicts group cognitive complexity and is negatively related to teamwork quality. The results hold only when role balance is conceptualized as a configural property of groups instead of a sum of individual roles. The findings of the study have implications for the design of collaborative learning groups.Keywords; Group role balance, Performance, Collaborative learning groups, Group cognitive complexity

AB - In a sample of 459 students organized in 84 groups this study tests the impact of group role balance on teamwork quality and three performance indicators in collaborative learning groups (group cognitive complexity, perceived performance and objective performance). The results show that group role balance positively predicts group performance in preliminary phases of the group project but not in later phases. Moreover, group role balance positively predicts group cognitive complexity and is negatively related to teamwork quality. The results hold only when role balance is conceptualized as a configural property of groups instead of a sum of individual roles. The findings of the study have implications for the design of collaborative learning groups.Keywords; Group role balance, Performance, Collaborative learning groups, Group cognitive complexity

U2 - 10.1016/j.lindif.2015.03.020

DO - 10.1016/j.lindif.2015.03.020

M3 - Article

VL - 39

SP - 81

EP - 88

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

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