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Unknown is not chosen : university student voices on group formation for collaborative writing

Karen Putzeys (UGent) , Hilde Van Keer (UGent) and Bram De Wever (UGent)
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Abstract
University students are frequently required to collaborate, often in the form of collaborative writing tasks. The process as well as the outcomes of the collaboration depend on choices made during the group formation phase. Studies on why students select partners for collaborative writing tasks are, however, lacking. Therefore, the present study aims to gain insights into (1) university students' preferences with regard to teacher-assigned and self-selected group formation, (2) which motives they take into account when self-selecting a partner, and (3) the degree to which students select a partner similar to themselves. Sixteen dyads collaboratively wrote a research paper. Prior to the collaboration, 30 students individually completed questionnaires and 28 students were individually interviewed. The findings show that most students have mixed opinions regarding teacher-assigned or self-selected group formation (n = 18), while the others bar one prefer to self-select a partner (n = 9). Students' main motive for self-selecting is familiarity, and, more in particular, prior collaboration experience with a specific partner. Other motives include friendship, ability, convenience, and attitude. Furthermore, students tend to select a partner with a similar attitude, ability, task approach, and perspective towards the content of the task. Predictability seems to be the most important driver for self-selection.
Keywords
Developmental and Educational Psychology, Education, CSCL, Group Formation, collaborative learning, Higher education, self-selected groups, teacher-assigned groups, group composition, predictability, familiarity, ability, attitude, TEACHER, INFORMATION, CLASSROOM, LEARNERS, TEXTS, PAIR

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MLA
Putzeys, Karen, et al. “Unknown Is Not Chosen : University Student Voices on Group Formation for Collaborative Writing.” EDUCATION SCIENCES, edited by Katarina Maksimovic, vol. 14, no. 1, MDPI, 2024, doi:10.3390/educsci14010031.
APA
Putzeys, K., Van Keer, H., & De Wever, B. (2024). Unknown is not chosen : university student voices on group formation for collaborative writing. EDUCATION SCIENCES, 14(1). https://doi.org/10.3390/educsci14010031
Chicago author-date
Putzeys, Karen, Hilde Van Keer, and Bram De Wever. 2024. “Unknown Is Not Chosen : University Student Voices on Group Formation for Collaborative Writing.” Edited by Katarina Maksimovic. EDUCATION SCIENCES 14 (1). https://doi.org/10.3390/educsci14010031.
Chicago author-date (all authors)
Putzeys, Karen, Hilde Van Keer, and Bram De Wever. 2024. “Unknown Is Not Chosen : University Student Voices on Group Formation for Collaborative Writing.” Ed by. Katarina Maksimovic. EDUCATION SCIENCES 14 (1). doi:10.3390/educsci14010031.
Vancouver
1.
Putzeys K, Van Keer H, De Wever B. Unknown is not chosen : university student voices on group formation for collaborative writing. Maksimovic K, editor. EDUCATION SCIENCES. 2024;14(1).
IEEE
[1]
K. Putzeys, H. Van Keer, and B. De Wever, “Unknown is not chosen : university student voices on group formation for collaborative writing,” EDUCATION SCIENCES, vol. 14, no. 1, 2024.
@article{01HMBQ80HK14906S3ARAVKCQVV,
  abstract     = {{University students are frequently required to collaborate, often in the form of collaborative writing tasks. The process as well as the outcomes of the collaboration depend on choices made during the group formation phase. Studies on why students select partners for collaborative writing tasks are, however, lacking. Therefore, the present study aims to gain insights into (1) university students' preferences with regard to teacher-assigned and self-selected group formation, (2) which motives they take into account when self-selecting a partner, and (3) the degree to which students select a partner similar to themselves. Sixteen dyads collaboratively wrote a research paper. Prior to the collaboration, 30 students individually completed questionnaires and 28 students were individually interviewed. The findings show that most students have mixed opinions regarding teacher-assigned or self-selected group formation (n = 18), while the others bar one prefer to self-select a partner (n = 9). Students' main motive for self-selecting is familiarity, and, more in particular, prior collaboration experience with a specific partner. Other motives include friendship, ability, convenience, and attitude. Furthermore, students tend to select a partner with a similar attitude, ability, task approach, and perspective towards the content of the task. Predictability seems to be the most important driver for self-selection.}},
  articleno    = {{31}},
  author       = {{Putzeys, Karen and Van Keer, Hilde and De Wever, Bram}},
  editor       = {{Maksimovic, Katarina}},
  issn         = {{2227-7102}},
  journal      = {{EDUCATION SCIENCES}},
  keywords     = {{Developmental and Educational Psychology,Education,CSCL,Group Formation,collaborative learning,Higher education,self-selected groups,teacher-assigned groups,group composition,predictability,familiarity,ability,attitude,TEACHER,INFORMATION,CLASSROOM,LEARNERS,TEXTS,PAIR}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{18}},
  publisher    = {{MDPI}},
  title        = {{Unknown is not chosen : university student voices on group formation for collaborative writing}},
  url          = {{http://doi.org/10.3390/educsci14010031}},
  volume       = {{14}},
  year         = {{2024}},
}

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