Clustering Analysis of Learner Groups in Collaborative Learning: From Perspective of Group Role Preferences

Abstract

Group role preferences provide a unique perspective to analyze learners’ behavior patterns and characteristics in collaborative learning settings. This study considered twelve group roles in the dimensions of cognitive roles, relationship roles and reflective roles, as well as investigated learners’ group role preferences in a sample of 92 college students. Cluster analysis was then conduced to identify different learner groups. Results revealed that in overall, learners could play a balanced group role within the groups. The learner groups of sample students could be divided into four categories of passive learners, task-oriented learners, active learners and general learners. By comparing the differences in academic performance and group role preferences of the four groups, we found that active learners generally benefited from group collaboration and their learning engagement were in satisfactory condition. Task-oriented learners made much cognitive efforts during the learning process. However, passive learners and general learners lacked effective collaborative practices and might be at a disadvantage in long-term collaborative learning. Educators should pay more attention to such edge learners and provide some learning supports to help them participate in group collaboration more actively, further to better benefit from collaborative learning.